The impacts of the National Common Curricular Base (BNCC) on the work of Science teachers in the final years of Elementary School

Abstract This article deals with the arrival of the National Common Curricular Base (BNCC) and its impacts on the work of science teachers. The methodology was the Grounded Theory, which consists of a form of malleable and, at the same time, rigorous qualitative research to answer complex problems by proposing explanatory theories about the studied reality. Through semi-structured interviews with science teachers from a Brazilian city, a set of data was gathered which, through consecutive codifications, served as the basis for the following substantive theory: the BNCC brings high-end changes to basic education. As a result, science teachers find an increased amount of content to be covered, which in turn brings new demands to the students. This leads to changes in the work of teachers, a movement that contrasts with their current training and generates training gaps.