Study of didactic transposition in teaching practices of natural science teachers in a state school in the western mesoregion of Tocantins

Abstract

This article reports the results of a study on didactic transposition in teaching-learning practices of natural sciences. Priority was given to understanding how teachers working in disciplines in this area didactically adapt the propositions of the National Common Curricular Base (BNCC) to the teaching content and the learning needs of their students. The work is based on the theoretical contribution of the didactic/pedagogical transposition of scientific knowledge within the learning environment. For this, the qualitative method was mobilized with exploratory research, bibliographical research and focus group with the teachers of a state school of basic education in a city located in the western mesoregion of the state of Tocantins. The results indicated that teachers have limited knowledge of the BNCC. The didactic transposition of its propositions focused primarily on compliance with the norms of the teaching plan to the detriment of teaching/learning practices. The absence of diversity in teaching methods impairs the didactic transposition/adaptation of the content of natural sciences.