The National Curricular Common Base as revoicing of voices from the National Curriculum Parameters: The Science, Technology and Society curriculum in science education for Middle School
Abstract
In face of the National Curricular Common Base (NCCB) approval scenario for the middle school, we consider relevant to understand the relationship between the scientific discourse brought as new and utterances that were already published since the last century by the National Curriculum Parameters (NCP). Articulating the Bakhtin's philosophy of language to Text Mining procedures, we look to identify and compare perspectives on the STS conveyed in the NCP and NCCB, since they are voices aligned with a critical curriculum perspective for Science Teaching and/or Education, committed to the emancipation of the subjects.
We observed that utterances vehiculated in the new NCCB can be considered as revoiced utterances from the NCP, since both documents, even though they convey voices from the STS curriculum, end up not surpassing perspectives aligned to the neutrality of scientific and technological knowledge.