This article portrays an enlightening view of the Brazilian scenario in the educational context. It is noticed that education is undergoing many changes and this has been happening for years, however, the current political conjuncture is with new proposals for education reforms. This article will address these changes and their possible consequences. Its main objectives are to analyze the guidelines of the Common National Curriculum Base (BNCC) for High School, identify the contents of the Chemistry discipline that will be removed from the curriculum and the possible social transformations that this change will generate. For such discussions, a theoretical study was carried out on the BNCC, as well as chemistry textbooks that could prove the impoverishment of the chemistry content in the base. It was found that some specific contents were excluded so that transdiciplinarity could occur between the disciplines of Chemistry, Physics and Biology that make up the area of Natural Sciences and their Technologies.

In the scope of Science Teaching, it is possible to perceive the learning potentials developed with the students, resulting in changes in the school routine and in the practice of teachers, thus realizing the paths of training, of the evaluation processes about Science Teaching. For that, it is necessary to understand how Science Teaching happens in the basic school, specifically its limits and possibilities. In this study we aim to understand the configuration of Science Teaching during the students' learning process and the practice of teachers from the early years of elementary school. This is an exploratory research with a qualitative approach, using, as theoretical foundations, the studies of Pimenta (1994), Freire (1996), Gasparin (2003) Kosik (2010). The results show the following limits: i) teachers' embarrassment when the class does not achieve the expected results; ii) the need for greater articulation between Science Teaching and the reality of students, school and teachers; iii) the need for greater monitoring and pedagogical support for the results to be achieved; iv) the recurrence of training as a way of making students able to teach Science. Therefore, it is necessary that alternatives are created to minimize the gaps regarding Science Teaching, bringing it closer to the reality of the school, students, teachers, favoring quality education.

This article portrays a view of the Brazilian scenario in the educational context. It is noticed that quality is a very discussed point in Brazilian education, it can be seen that this concept / category / paradigm is often used in multiple ways. Therefore, this text aims to: present the debate on the definition of quality education; discuss about: the Common Base National Curriculum-BNCC and the Knowledge of Natural Sciences in Elementary Education; demonstrate one of the evaluative policies carried out in Brazil in basic education. To this end, a bibliographic study of texts with a theme focused on teaching in the country, educational policies and even on the BNCC was carried out, with the aim of analyzing the Brazilian educational system. Finally, it was found that despite the fact that public policies are advancing in terms of projects to improve education, there is still a long way to reach educational quality.

The training of teachers is an essential part for the realization of the objective of education, considering that the teacher is the agent responsible for the transmission of knowledge, it is necessary that the teacher has access to good training. Thus, in order to analyze the training of teachers for teaching chemistry, a bibliographic review was made to analyze the importance of adequate training in the light of Marxist thoughts. With an approach to the public school system, more specifically of students from the 1st grade of High School, in which the difficulty that these students bring with knowledge already acquired in previous grades is verified, this reflects in the difficulty of learning more specific content that has as prerequisite basic subjects that the students were not able to master at the Fundamental Level. It is possible to observe the lack of teacher training, so it is necessary to analyze how education is inserted in the capitalist system, what is the role, the role that education plays in this system in which we live. To this end, it relies on the arguments of several authors who share a common basis: equality between all, a society without distinction between classes, with everyone being treated in the same way, and with the same rights and duties.

This article deals with Russian Pedagogy, its historical context and the contributions of this movement to the education of the time. Thus, the general objective is to analyze the contributions of Pistrak and his works in the movement called Russian Pedagogy. To this end, a theoretical study was carried out, a bibliographic study centered on the context of ancient Russia and the Pedagogy movement between 1917 and 1932. The focus was the author Moisey Mikhaylovich Pistrak and the school of work. Finally, it was observed that the school of work aimed at the formation of a new socialist society. In this sense, the nature of education, the cultural role of the school of work and the relationship between science and work are the three conclusions drawn by Pistrak on school work. Thus, a more concrete definition of the word work is to have a participation in the student's life and in its social construction, both inside and inside the classroom and science as a generalized and systematized guiding practice of this activity