O ensino de biologia e a BNCC em uma Escola Federal de Mato Grosso: professores/as estão preparados/as a cultura digital?

Abstract

Brazilian education has undergone profound reforms with the approval and creation of the Common National Curriculum Base (BNCC), directly impacting the work of teachers. The BNCC emphasizes the importance of digital culture in the teaching process, proposing the meaningful integration of Information and Communication Technologies (ICTs). However, an essential question arises: are Biology teachers prepared for this digital transformation in education? Thus, this study aimed to analyze whether Biology teachers are prepared to integrate ICTs into teaching, according to the guidelines established by the BNCC. To achieve this objective, semi-structured questionnaires were applied to Biology teachers at the Federal Institute of Education, Science, and Technology of Mato Grosso (IFMT), Barra do Garças campus. The results show that, although they recognize the relevance of digital culture, teachers face significant challenges, such as a lack of technological infrastructure, absence of institutional support policies, and insufficient continuing education. It was also found that teaching practices often do not align with the BNCC guidelines, revealing a gap between the prescribed and implemented curriculum. The critical analysis suggests the need for more effective public policies that combine investment in infrastructure, reflective teacher training, and strategies for pedagogical innovation. It is concluded that consolidating digital culture in Biology education depends on overcoming structural obstacles and valuing teachers as agents of educational transformation.