Validação do itinerário formativo, junto à BNCC, no campo do ensino de física nas escolas públicas e privadas da cidade de Maceió-AL

Abstract

Brazilian education has the main objective of guiding national curricula and promoting the democratization of education in the country, from the perspective of increasing the quality of public Basic Education. From this perspective, these documents are responsible for organizing and systematizing school curricula with a guiding character. The interest in studying the theme of the present work of course conclusion arose from teaching practice, where it was observed in the role that I act as a teacher and among my professional colleagues, in addition to the broad view of coordinators and students who have less than expected learning in Physics, failing to associate the content taught in the classroom with their daily lives. In this sense, we sought to bring up the worrying reality in which Physics teaching is found in High Schools in Public and Private Schools in the city of Maceió - AL, raising a discussion about the main changes proposed by the Preliminary versions of the National Common Curricular Base ( BNCC), training itineraries. From the reflections arising from the work, it is concluded that the Preliminary proposal of the BNCC as a first step needs to be adapted and always tested so that students have a better quality teaching and a more meaningful learning since it presents itself as a proposal out of the Brazilian reality, such as the difficulties of coordinators and teachers to adapt the BNCC, in addition to their fields of vision analyzed in the questionnaire described in this research. The main purpose is to demonstrate both sides of the BNCC's training itinerary, considering its important role in structuring the Brazilian Basic Education school curriculum.