Currículo Para a Rede Pública Municipal de Ensino de Cascavel- PR: do documento escrito aos discursos dos docentes de ciências

Abstract

Currently, the Curriculum for the Municipal Public Education Network of Cascavel is the document that guides the work of educators who teach the Science curricular component in the Elementary Education stage. This document has been revised and expanded to comply with state and national legislation and has been in effect since 2020. The general objective of this research is to analyze the changes proposed in the restructuring of the curriculum of the Municipal Public Education Network of Cascavel and the teachers' speech regarding the implementation of these alterations in teaching practice in Science teaching. To this end, the following specific objectives were defined: 1) carry out a bibliographic review based on journals classified as A1, addressing the curriculum and teaching of Science in Elementary Education; 2) identify and compare the theoretical basis, contents and objectives of the Science component in the 2008 and 2020 curricula of the municipality of Cascavel, as well as confront them with the current BNCC – Common National Curriculum Base – (2017); 3) understand the concept of curriculum and its function in the Science teachers' speech in the Municipal Public Education Network of Cascavel; 4) understand teachers’ perceptions of the proposed curricular alterations for the Science area in the municipality; and 5) identify the challenges faced by teachers to implement the curricular proposals of the Science component in their teaching practice. From a qualitative methodological approach, we initially carried out a state of knowledge bibliographic review focusing on Science teaching and discussions about curriculum in Elementary Education, based on journals classified in Capes stratum A1 (Quadrennium 2017-2020). Then, through a documentary analysis, the municipal curricula of 2008 and 2020 were analyzed and compared with the BNCC (2017). A questionnaire was also applied to 55 teachers to explore their perceptions of the curriculum. The answers were analyzed and grouped into categories or themes, based on the methodological assumptions of Bardin's (2011) content analysis. The research results revealed multiple interpretations of the prescribed curriculum, highlighting its diversity of meanings and applications. However, the lack of knowledge of some teachers about the curricular proposal highlights a gap in the comprehension of curricular theories and points to the need for greater dissemination and educator capacitation. Document analysis and teachers' perceptions indicate that the alterations proposed by the BNCC had a limited impact on the Cascavel curriculum due to its own theoretical-methodological basis, which differs in some aspects from the BNCC. Finally, several challenges faced by educators in implementing the Science curriculum were identified, such as lack of infrastructure, inadequate teaching materials, teacher training and insufficient workload. These factors hinder both the effective application of the curriculum and the understanding of the content by students, highlighting the need for investments and adjustments to guarantee the quality of Science teaching in the municipal network.