Natural Sciences in the BNCC: an analysis focused on the domains of scientific knowledge

Sasseron, Lúcia Helena; Silva, Fernando César; Nascimento, Luciana de Abreu

doi:10.1590/1980-6248-2024-0060BR

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ARTICLES • Pro-Posições 36 • 2025 • https://doi.org/10.1590/1980-6248-2024-0060EN linkcopy

Natural Sciences in the BNCC: an analysis focused on the domains of scientific knowledge

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Grounded in the understanding of science as a social practice, this study examines how scientific concepts are framed within the essential learning outlined in Brazil’s National Common Curricular Base (BNCC) for Natural Sciences. Our analysis focuses on the characterization of these concepts and their connections to the four domains of scientific knowledge: conceptual, epistemic, social, and material. In the elementary school curriculum, we find a predominance of the conceptual domain, while the material and epistemic domains are less frequently addressed. The social domain is entirely absent, and there is a scarcity of connections between these domains. Although the high school curriculum exhibits a greater degree of articulation, the social domain remains absent. As a result, we highlight the challenges faced by students and emphasize the need for teachers to view scientific practices not merely as content but as critical activities to be undertaken in the classroom.

Keywords
basic education; science teaching as social practice; national common curriculum base

Domain	Analysis Criteria		Discussion of the Analysis
Conceptual	Mention of concepts and/or cognitive science processes.	(EF01CI01) Compare characteristics of different materials present in everyday objects, discussing their origin, disposal methods, and how they can be used more consciously.	This domain is characterized by the presence of a concept (material characteristics) and a cognitive process (discussion).
Epistemic	Reference to the analysis of concepts and knowledge objects. The mention of criteria and standards as something to be understood but not put into practice by students; does not meet the criterion.	(EF09CI16) Select arguments about the feasibility of human survival beyond Earth, based on the necessary conditions for life, the characteristics of planets, and the distances and time involved in interplanetary and interstellar travel.	A domain characterized by the presence of criteria and norms (selection of arguments to support claims) that guide decision-making about what counts as an explanation.
Social	Mentions the modes of conducting the collective construction of understanding. The mention of collective knowledge construction modes as something to be understood, but not enacted by students, does not meet the criteria.	Not identified
Materials	Mentions resources to support the understanding process. The mention of resources without any indication that they are mobilized to support the construction of understanding does not meet the criterion.	(EF04CI10) Compare the indications of the cardinal points resulting from the observation of shadows cast by a rod (gnomon) with those obtained through a compass.	This domain is characterized by the presence of resources (gnomon and compass) that support the process of constructing understanding (comparison of different directional indications generated).

Grade	Total Skills	Presence of Individual Domains Only			Presence of Integrated Domains
Grade	Total Skills	C	E	M	C and M	C and E	E and M	C, E, and M
1	6	4 (66.7%)	0	0	1 (16.7%)	1 (16.7%)	0	0
2	8	4 (50%)	0	0	0	4 (50%)	0	0
3	10	5 (50%)	0	0	2 (20%)	3 (30%)	0	0
4	11	6 (54.5%)	0	1 (9.1%)	1 (9.1%)	3 (27.3%)	0	0
5	13	4 (30.7%)	0	2 (15.4%)	0	6 (46.1%)	1 (7.7%)	0
6	14	9 (64.3%)	0	0	0	4 (28.6%)	0	1 (7.1%)
7	16	2 (12.5%)	0	0	0	11 (68.75%)	0	3 (18.75%)
8	16	10 (62.5%)	0	0	0	4 (25%)	0	2 (12.5%)
9	17	10 (58.8%)	1 (5.9%)	0	0	6 (35.3%)	0	0
Total	111	54 (48.7%)	1 (0.9%)	3 (2.7%)	4 (3.6%)	42 (37.8%)	1 (0.9%)	6 (5.4%)

Thematic Units	Presence of the domains	Grade									Total
Thematic Units	Presence of the domains	1	2	3	4	5	6	7	8	9	Total
Matter and Energy	Conceptual	1	2	1	2	2	3	1	4	5	21
	Conceptual and Epistemic	0	1	2	1	3	1	5	2	2	17
	Total	1	3	3	3	5	4	6	6	7	38
Life and Evolution	Conceptual	2	0	3	3	1	3	0	4	3	19
	Epistemic	0	0	0	0	0	0	0	0	1	1
	Conceptual and Epistemic	0	3	0	2	3	2	3	1	2	16
	Conceptual and Material	1	0	0	0	0	0	0	0	0	1
	Conceptual, Epistemic, and Material	0	0	0	0	0	1	2	0	0	3
	Total	3	3	3	5	4	6	5	5	6	40
Earth and Universe	Conceptual	1	2	2	1	1	3	1	2	2	14
	Materials	0	0	0	1	2	0	0	0	0	3
	Conceptual and Epistemic	1	0	0	0	0	1	3	1	2	9
	Conceptual and Material	0	0	0	1	0	0	0	0	0	3
	Epistemic and Material	0	0	0	0	1	0	0	0	0	1
	Conceptual, Epistemic, and Material	0	0	0	0	0	0	1	2	0	3
	Total	2	2	2	3	4	4	5	5	4	33

Competency	Total Number of Skills	Presence of Integrated Domains
Competency	Total Number of Skills	C and E	C, E, and M
1	7	5 (71.4%)	2 (28.6%)
2	9	7 (77.8%)	2 (22.2%)
3	10	7 (70%)	3 (30%)
Total	26	19 (73.1%)	7 (26.9%)

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[1] C = conceptual, E = epistemic and M = material