Resumo:
The present study aims to analyze the approach to content and knowledge related to Science and Biology in the exams of the Bahia Biology Olympiad (Obabio). Specifically, it seeks to identify the knowledge addressed in Obabio and determine whether there are connections between this content and the competencies in natural sciences and their technologies outlined in the Brazilian National Common Curricular Base (BNCC) for high school education. The exams from the 2018 and 2019 editions of Obabio will be analyzed using a qualitative and exploratory approach, based on the procedures of documentary research and employing the content analysis technique. Obabio is a permanent program of the Extension Pro-Rectory of the Federal University of Bahia (PROEXT-UFBA) and is recognized as a scientific olympiad.
Scientific olympiads are events that gained prominence in Brazil in the 21st century, aiming to promote science education and encourage students in basic education to pursue scientific careers. These events are considered important for fostering collaborative learning and the development of scientific knowledge. However, they are also criticized for encouraging competitiveness and operating within a meritocratic and ranking-based evaluation logic, which may reinforce social inequalities and place the blame for failure on students themselves. Among their goals, the encouragement of scientific vocations is seen as a purpose
that leads us to draw connections between the olympiads and the field of competency-based education, as adopted by the BNCC and influenced by a culture of performance and preparation for professional careers. Within this framework, the exploratory analysis of Obabio's editions revealed ten analytical categories related to the thematic areas covered by the olympiad, which in turn correspond to eleven competencies found in the BNCC for Natural Sciences in high school. These connections point to potential overlaps in the
discussions and learning experiences promoted by the similarities between the competencies and the approaches found in the exams. Regarding these findings, the exam analysis shows that Obabio values a diversity of content related to Science and Biology, but places particular emphasis on knowledge of Genetics, often favoring memorization-based approaches over interpretative ones. On a positive note, the presence of questions that stimulate discussions on the History and Philosophy of Science stands out, including ethical aspects and topics related to the nature of science education. It is hoped that this research can contribute to the improvement of future editions of Obabio.
