Currículo e autonomia: uma análise da ação docente no cumprimento das prescrições legais em aulas de Biologia

Abstract

During the supervised internships held at a state high school in the outskirts of Fortaleza in my last semester of the Biological Sciences Degree course, I observed in Biology classes that I followed the subjects of this discipline for 2nd and 3rd year classes and the how the teaching action was based on the textbook, without a necessary contextualization for students. In light of this, I reflected on how the Biology curriculum of the high school of this school is fulfilled and how the teaching autonomy is given to comply with this curriculum, especially in following the guidelines set forth in the National Curriculum Parameters for Secondary Education (PCNEM). For that, I used as my empirical material for this research my observations in the classroom during Biology classes, the prescriptions contained in the PCNEMs and the semi-structured individual interview, based on a qualitative research, in order to better understand how the "problem" was given to be discussed. This interview was carried out separately with the two Biology teachers of this school and from their speeches allied to the other materials used for the discussion of this work it was possible to understand that the curriculum in action of Biology of this school systematically follows the prescriptions of the formal curriculum, but is far removed from the guidelines that are given in PCNEMs. In this way, it was realized that the teaching autonomy was limited to complying with a script of imposed activities or that they are often decided only due to its presentation in the textbook or its presence as content of vestibular tests.