As Concepções de Currículo Presentes nos Trabalhos do Encontro Nacional de Ensino de Química (2006-2020)

Abstract

This article aims to investigate how the appropriation of curricular theoretical references occurs in research in Chemistry Teaching. A literature review was carried out based on a survey in the Annals of the National Meeting of Chemistry Teaching - ENEQ. The search was carried out by consulting the documents available online from the last eight editions of the event: 2006, 2008, 2010, 2012, 2014, 2016, 2018 and 2020. The terms used to conduct the search were "curriculum", "curriculum" , “curricular”, “curricular”, all of them present in the title, abstract or keywords of the complete works registered in the thematic line Curriculum and Assessment (CA). 39 works were analyzed, through four axes: thematic of the studies, theoretical appropriation of the curriculum field, articulation with other authors and the defended curriculum conception. Theoretical appropriations were discussed according to five trends in curriculum studies, namely: i) social efficiency; ii) progressivism; iii) critical studies; iv) post-critical studies; and, v) the historical-critical curriculum theory. As main results, we point out critical and post-critical studies as a trend in the curriculum in Chemistry Teaching, as well as the need for greater theoretical coherence defended by the works and the importance of advances in curriculum research in Chemistry Teaching. The thematic line of Curriculum and Assessment at the National Chemistry Teaching Meeting is one of those with the lowest number of works registered, and it is possible to affirm that there is a small group of Brazilian researchers who are dedicated to studying the curricula and curriculum policies.