EPISTEMOLOGICAL ANALYSIS ON THE BNCC: A DISCUSSION ABOUT THE PRESENCE (OR NOT) OF THE HISTORY, PHILOSOPHY AND SOCIOLOGY OF SCIENCE IN SCIENCE TEACHING

Abstract

In this paper, we present a theoretical synthesis of the contemporary conception of the History, Philosophy, and Sociology of Science (HFSC) as a field of research. We then analyze its presence, or absence, in the National Common Curricular Base (BNCC) for Science Education. We also analyze how the National Textbook Program (PNLD) addresses the HFSC. Therefore, we emphasize the understanding of Science as a historical and cultural milestone, tied to the social, political, economic, and material conditions of a given period. The analysis indicates a gap between the different versions of the BNCC and the historical-philosophical conception of Science Education. We note that the latest and most recent version of this document differs from the others, presenting profound structural changes, notably the omission of formative axes and the return to competencies and skills. Based on this analysis, we also point out that the BNCC signals a diluted and incipient interdisciplinarity, which has serious weaknesses, while omitting the epistemological identity of the Natural Sciences. Finally, we affirm the relevance of this research, and even though it was conducted on a tiny slice of reality, we establish a movement of resistance to current educational reforms.