COESÃO E INCLUSÃO SOCIAL COMO POLÍTICA NO/DO CHILE PARA O ENSINO DE CIÊNCIAS NATURAIS.

The teaching of science in the 1st cycle of elementary education in Chile has been, in the last two decades, producing meanings around demands of cohesion, equity and social integration in an attempt to achieve better results in school performance and in achieving school quality. In this article, based on a discursive approach supported by Lopes and Macedo's research on curriculum policies, we seek to interpret the texts produced in curriculum documents to problematize the production of meanings about science teaching associated with the idea of progress and adaptability of subjects, central axes in Chilean educational reforms. In them, science is signified as a strategy, not only to discover and learn scientific knowledge, but also to acquire competences for the social development of students. [ABSTRACT FROM AUTHOR]