Currículo narrativo en ciencias naturales: resistencia a desestabilización de asignaturas escolares

Resumen

This article is a PhD research excerpt, focused on the curricular reorganization of the former subjects, now curricular components, Biology, Physics, and Chemistry, under the framework of a knowledge area imposed by the National Common Curricular Base for High School (BNCCEM). Based on the premise that teachers constitute professional communities linked to the school subjects they teach, the driving research question was established: What happens to the teaching identities of these teachers, trained in specialized degree programs, when faced with this new curricular organization? The theoretical framework was built around the concepts of disciplinary and epistemic communities, in dialogue with perspectives from the history and sociology of the curriculum. The empirical and methodological approach relies on a narrative research perspective, juxtaposing macro, meso, and micro dimensions and utilizing monads as methodological devices. Six teachers were interviewed, and two documents were analyzed: the National Base and the 2020 São Paulo State High School Curriculum. The documentary and biographical analysis indicate that teacher agency manifests through episodes of refraction, in which teachers subvert the prescription to transform the curriculum into a creative act of preserving specialized school knowledge. It is concluded that the configuration of an epistemic community of Science Education favors the crossing of local and cosmopolitan boundaries, resignifying disciplinary traditions in a resistive and inventive way to the tensions promoted by the established prescription.