Resumo

ZOMPERO CORREO, Andreia de Freitas; PARGA LOZANO, Diana Lineth; WERNER DA ROSA, Cleci Teresinha  e  VILDOSOLA TIBAUD, Ximena. Scientific competencies in Natural Science curricula: a comparative study among Brazil, Chile, and Colombia. Prax. Saber [online]. 2022, vol.13, n.34, pp.22-38.  Epub 09-Mar-2023. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v13.n34.2022.13401.

Scientific and technological development produces transformations in society and impacts on the educational proposals of countries, mainly in the aspects that involve science education. Thus, it is necessary that curricula of countries on natural science are aligned with the demands and challenges of present-day society in order to provide a solid education to their students. The study aimed at identifying and establishing comparisons on the scientific competencies defined in the official documents for science education in Brazil, Chile, and Colombia. The study was of a documentary nature and involved the analysis of regulatory curricular documents in the three countries. Based on the analyses, the competencies were organized into seven categories: (1) procedural, (2) epistemological, (3) digital technological, (4) science, technology, society, and environment implications, (5) health promotion, (6) civic, and (7) cognitive-conceptual. Data indicate that the countries prioritize procedural and cognitive-conceptual competencies over the others. It is suggested considering this aspect regarding the implications for the scientific education of the students of the countries participating in the study.

Palavras-chave : science education; curricular proposals; scientific competencies; curriculum; comparative study.

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