The BNCC’s energy: an essay related to elementary school and high school
Energy is an undefined quantity with an undeniable conceptual and technological importance. However, the literature indicates that the manner it is approached in Brazilian Basic Education is scant, favoring the construction and conservation of alternatives conceptions about the concept. Besides, it...
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Asociación de Profesores de Física de la Argentina
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33230 |
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I10-R316-article-332302022-03-31T03:28:35Z The BNCC’s energy: an essay related to elementary school and high school A energia da BNCC: um ensaio sobre o ensino fundamental e o ensino médio Mariniak, Mikaelly Rafaela Hilger, Thaís Rafaela Brazilian basic education Brazilian common curricular base Physics teaching Educação básica Base nacional comum curricular Ensino de física Energy is an undefined quantity with an undeniable conceptual and technological importance. However, the literature indicates that the manner it is approached in Brazilian Basic Education is scant, favoring the construction and conservation of alternatives conceptions about the concept. Besides, it hinders to understand that energy is present in all Physics concepts and has an inter-disciplinary character and inseparable from its transformation and conservation. Therefore, the aim of this essay is to investigate how the Brazilian Common Curricular Base addresses this physical quantity. This document was chosen because it is the current guiding document for Brazilian basic education. Thus, were analyzed the skills referent to energy in the initial and final years of Elementary School (EE) and in the High School (HS). Thereby, it was concluded in this paper that the treatment given to the con-cept is insufficient, insofar as are problems in the skills from the early years of EE until the HS. The epistemological nature of the concept is not considered by the document analyzed and the dependence between the concept of energy and its conservation is not respected. This essay intends to warn about the adequacy of the document that guides Science / Physics teaching to its con-cepts. So, although the Brazilian Common Curricular Base proposes an educational reform, at least regarding the concept investi-gated, will be maintained the difficulties already reported by the literature. Energia é uma grandeza sem definição que tem inegável importância conceitual e tecnológica. No entanto, a literatura indica que o modo como ela é abordada na educação básica é falho, favorecendo a construção e a manutenção de concepções equivo-cadas sobre o conceito. Também, é dificultado o entendimento de que energia é um conceito presente em toda a Física e que apresenta caráter interdisciplinar e indissociável de sua transformação e conservação. Diante disso, este ensaio visa investigar como a Base Nacional Comum Curricular (BNCC) aborda tal grandeza. A BNCC foi escolhida porque é o atual documento nortea-dor da educação básica brasileira. Assim, foram analisadas as habilidades referentes à energia nos anos iniciais e finais do ensino fundamental (EF) e do ensino médio (EM). Desse modo, chegou-se à conclusão de que o tratamento dado ao conceito é insuficiente, já que existem problemas nas habilidades desde os anos iniciais do EF até o EM. A natureza epistemológica do conceito não é levada em consideração pelo documento, tampouco é respeitada a dependência entre o conceito de energia e a sua conservação. Este ensaio pretende alertar sobre a adequação do documento que norteia o ensino de Ciências/Física aos seus conceitos. Sendo assim, embora a BNCC proponha uma reforma educacional, ao menos no que diz respeito ao conceito investi-gado, as dificuldades já relatadas pela literatura serão mantidas. Asociación de Profesores de Física de la Argentina 2021-06-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33230 10.55767/2451.6007.v33.n1.33230 Journal of Physics Teaching; Vol. 33 No. 1 (2021): January-June; 119-126 Revista de Enseñanza de la Física; Vol. 33 Núm. 1 (2021): Enero-Junio; 119-126 Revista de Enseñanza de la Física; v. 33 n. 1 (2021): Janeiro-Junho; 119-126 2250-6101 0326-7091 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33230/33678 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33230/33679 http://creativecommons.org/licenses/by-nc-nd/4.0 |
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Universidad Nacional de Córdoba |
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R-316 |
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Revista de Enseñanza de la Física |
| language |
Portugués |
| format |
Artículo revista |
| topic |
Brazilian basic education Brazilian common curricular base Physics teaching Educação básica Base nacional comum curricular Ensino de física |
| spellingShingle |
Brazilian basic education Brazilian common curricular base Physics teaching Educação básica Base nacional comum curricular Ensino de física Mariniak, Mikaelly Rafaela Hilger, Thaís Rafaela The BNCC’s energy: an essay related to elementary school and high school |
| topic_facet |
Brazilian basic education Brazilian common curricular base Physics teaching Educação básica Base nacional comum curricular Ensino de física |
| author |
Mariniak, Mikaelly Rafaela Hilger, Thaís Rafaela |
| author_facet |
Mariniak, Mikaelly Rafaela Hilger, Thaís Rafaela |
| author_sort |
Mariniak, Mikaelly Rafaela |
| title |
The BNCC’s energy: an essay related to elementary school and high school |
| title_short |
The BNCC’s energy: an essay related to elementary school and high school |
| title_full |
The BNCC’s energy: an essay related to elementary school and high school |
| title_fullStr |
The BNCC’s energy: an essay related to elementary school and high school |
| title_full_unstemmed |
The BNCC’s energy: an essay related to elementary school and high school |
| title_sort |
bncc’s energy: an essay related to elementary school and high school |
| description |
Energy is an undefined quantity with an undeniable conceptual and technological importance. However, the literature indicates that the manner it is approached in Brazilian Basic Education is scant, favoring the construction and conservation of alternatives conceptions about the concept. Besides, it hinders to understand that energy is present in all Physics concepts and has an inter-disciplinary character and inseparable from its transformation and conservation. Therefore, the aim of this essay is to investigate how the Brazilian Common Curricular Base addresses this physical quantity. This document was chosen because it is the current guiding document for Brazilian basic education. Thus, were analyzed the skills referent to energy in the initial and final years of Elementary School (EE) and in the High School (HS). Thereby, it was concluded in this paper that the treatment given to the con-cept is insufficient, insofar as are problems in the skills from the early years of EE until the HS. The epistemological nature of the concept is not considered by the document analyzed and the dependence between the concept of energy and its conservation is not respected. This essay intends to warn about the adequacy of the document that guides Science / Physics teaching to its con-cepts. So, although the Brazilian Common Curricular Base proposes an educational reform, at least regarding the concept investi-gated, will be maintained the difficulties already reported by the literature. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2021 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/33230 |
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