The science curriculum from the perspective of teachers from the state school system in São Paulo

Abstract

The article in question has the object of questioning the curriculum of the science discipline of the São Paulo State Department of Education (SPSDE in Portuguese SEESP), prepared by a group of specialists defined by SEESP, without the participation of teachers. We present research data that show the understanding that science teachers have of the official curriculum and how this understanding has impacted their work. We conducted a set of semi-structured interviews with Science teachers, which dealt with the experience, perception and understanding they have of the curriculum and how it impacted school practice. The interviews were analyzed through the articulation between qualitative research techniques and content analysis methodology. The results of this investigation indicate that the Official Curriculum for the State Education Network of the State of São Paulo disregards the peculiarities of school contexts, does not provide didactic resources and adequate infrastructure for teachers to carry out their work. In addition, its conception reduces teachers to merely reproducing a curriculum built without the participation of those directly involved in the network's educational process.