The choice of Natural Sciences textbooks in high school in the context of the BNCC implementation: the processes and decision spaces of teachers

Abstract

This article focuses on the processes and spaces of choice of Natural Sciences textbooks, by teachers of Physics, Chemistry and Biology, who work in Secondary Education, via PNLD 2021, in the context of the implementation of the BNCC. The objective of the qualitative research was to characterize this process from the perspective of teachers who work in these disciplines. The framework that supported this study consisted of the theoretical production on Textbooks and Curriculum Policies in the area of Education and Science Education. A total of 102 teachers of the disciplines in the area participated. It was concluded that the spaces for teachers' choice in this process are limited by working conditions; by the teachers' non-participation in the formulation of policies and in the decisions about what knowledge is and is not in the school; the limitations in the presence and organization of knowledge in the LDs and the risk of impoverishment of the students' education, but the teachers' commitment to the students' education in the face of limitations is evident.