Ciencias da Terra e Natureza no ensino basico no Brasil (original) (raw)

Abstract Basic education in Brazil must lead by a new common curriculum base, as advance to the existing one since 1997. Similar advancements occur in other Nations. The parameters to evaluate performance are critical, given the internationalization of knowledge, both scientific and technological. Faced with the risk of standardization, should be rejected industrial design of a student as a raw material to be processed according to a cultural and ideological dominant mould in order to adequately serve the dominant desire in society. The national base suffer of an incommode shortage – the absence of Earth Sciences – and contains an academic bias. The first leaves the impression that we don't live in a real world, the planet Earth, and the second suggests that the vast majority of the student population will follow the scientific learning and career, as in developed countries, in contradiction with the fact that only 15% will continue his studies in the third cycle. As a result, it is proposed some new subjects and that education be focused on " learning to do " , for the solution of problems of life practice, taking ownership of knowledge coming from the sciences, tech nology, arts, communication and leisure. As knowledge is exceptionally broad, available anytime and anywhere, and grows exponentially, the second focus is the " learning to learn " , conducing the student to perform eliciting information. The great development in the knowledge of the Earth in recent decades, its resources, its dynamics and its environment, makes unjustifiable maintain abstinence of topics related to minerals, rocks, soil, water, air, energy and space, and their interactions in the various terrestrial systems today and over past time. A set of themes, articulated in sequence for detail, is presented as goals and patterns of study, in both elementary and secondary schools, as a way to make the student more aware of its role in the sustainable occupation of the territory and its resources.