THE PHYSICS CURRICULUM
analysis, understanding and criticism of teachers
DOI:
https://doi.org/10.22478/ufpb.1983-1579.2018v1n11.36176Keywords:
Physics Curriculum, Official Curriculum, Physics Teachers, School Practice, Sao PauloAbstract
The text on screen aims to present the perspective that teachers of the discipline of physics, who work in the state school system of São Paulo, have on the official curriculum, implemented since 2008, as part of the São Paulo Faz Escola Program. Our intention is to report how this group of teachers understand the demands placed on the official curriculum and what impacts they have had on their work. In the construction of this process, we defined a group of physics teachers and conducted a set of interviews. The interviews were structured based on four blocks that dealt with training, career, work and classroom practice. Teachers criticize the fact that they did not participate in the curriculum development process, argue that the peculiarities of school contexts were disregarded, which widened the gap between what established the objectives of the curriculum and the conditions of the students.
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