What is this that is shown in the Training Itinerary: perceptions of Chemistry teachers from the Central-West

Abstract

In the educational field, the selection of certain contents to the detriment of others expresses intentions and ways of being and acting of a society. Considering that the experience lived in school provides a more or less alienating/domesticating education, the curriculum space becomes an important stage for disputes and the constitution of identities. In the last decades, different curricular reforms have been proposed that 

promised to solve the chronic problems of the educational system. Among these, the New Secondary Education (NEM) and the National Common Curricular Base (BNCC), which based their proposition on the propaganda of curricular flexibility and greater attractiveness. In view of this conjecture, in our study we intend to understand the context of the Formative Itinerary (IF) through interviews with three teachers. From the process of analyzing the interviews, via Discursive Textual Analysis, forty-two units of meaning emerged, fourteen initial categories, four intermediate categories and one final category. In this article we focus on the debate of two intermediate categories, one linked to the meanings of NEM and the other to its impacts. In the interpretative process it was possible to identify relevant clues in the challenge of understanding IF, such as: i) the duality of the meanings of NEM and IF; and ii) unveiling of reality.