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This article exposes some of the theoretical aspects related to science teaching in elementary school, tracing a bibliographic narrative about this area of knowledge in Brazil, following an analysis in the National Curriculum Parameters and Guidelines that guide science teaching and in the recent National Common Curriculum Base. In this analysis, it is clear that the EC is directed towards an investigative perspective associated with the curricular movement Science-Technology-Society, and shows science as a knowledge that contributes to the understanding of the world and its transformations, recognizing man as part of the universe and as an individual, that is, as one and the whole.

O ENSINO DE CIÊNCIAS NO ENSINO FUNDAMENTAL: DOS PCNS À BNCC / SCIENCE TEACHING IN ELEMENTARY EDUCATION: FROM PCNS TO BNCC