In this paper we intend to perform a critical analysis of citizenship and inclusion concepts presented in the Brazilian National Curriculum Parameters (PCN) for science teaching. Such analysis will be based on theoretical references from critical pedagogies and on classroom academic research. Our intention is to demonstrate the limited character of PCN's proposals for improving both school citizenship and inclusion in science teaching from a sociocultural perspective. Based on this, and considering academic studies in school environments, we show that the university may have a greater role in proposing more effective curricular changes in order to meet social demands.
Citizenship; inclusion; brazilian national curriculum parameters; science teaching; K-9 education