Ciências no ensino médio: prática pedagógica em química, física e biologia

Abstract

The objective of this study is to comprehend, by the physics, chemistry and biology teacher's point of view, how their pedagogical work is organized and identify the factors that may interfere on it. The data was raised by interviews and questionnaires given to the teachers of these subjects on the system of schools on lhe state of São Paulo. It deals with the hypothesis that the natural science teachers react to certain conditions that interfere on their pedagogical praxis, creating modifying mechanisms to case their work conditions or obstac1es. Also starts from an idea that the teachers of physics, chemistry and biology will point out the growth of limitations on their pedagogical work by the reduction of the work hours on these subjects imposed by legal measures in1998. The main reference used for this analysis was the Hargreaves's perspective on time. He sees four time dimensions applied to the teacher's work, making an importante differentiation between time by the administration point of view and time inside a c1assroom of a bureaucratic teaching system. This study led us to the conc1usion that the time reduction on work hours of these subjects increased the load of work of these teachers. The teachers react individually to these changes imposed by the simplification of class-plans, correction and development of activities in classroom, nevertheless, we could not sense or observe any kind of teacher's organization to modify these bad conditions to their good praxis. But, lhe reduction of the work hours on these subjects was greatly appointed as a limiting factor to the pedagogical work on natural sciences