A educação em saúde pública na base nacional curricular: a abordagem de professores de biologia no ensino básico

Abstract

Public health plays an essential role in improving the quality of life and well-being of society, requiring critical and contextualized approaches. This paper aims to analyze the pedagogical practices of Biology teachers in basic education regarding public health, considering the guidelines of the National Common Curricular Base (BNCC) and the principles of Paulo Freire's critical education. Methodologically, it is a qualitative, exploratory, and descriptive research, based on a case study. Semi-structured interviews, classroom observations, and document analysis were used to understand how teachers incorporate public health topics into their pedagogical practices, as well as the challenges they face. The results indicate that the approach to public health in Biology classes still occurs in a fragmented and sporadic manner, limited by factors such as lack of specific teacher training, absence of adequate teaching materials, and curriculum overload. Despite these difficulties, teachers seek strategies such as active methodologies, use of visual resources, and contextualization to make the content more accessible to students. In light of this scenario, the paper suggests the need for ongoing teacher training focused on critical and interdisciplinary health education. Additionally, it recommends creating dialogue spaces within schools and promoting interdisciplinary projects that involve students in the construction of knowledge about public health, strengthening their autonomy and social participation.