The impact of the high school reform on the conception of chemistry teachers

Abstract

This work aims to analyze the impact of the New High School Reform on the conception of Chemistry teachers. Through a qualitative approach, the research field included four high school institutions, three from the federal network and one private school. Participants were selected based on the criteria established in the studies of Marconi and Lakatos (2003) and Vergara (2003). We used semi-structured interviews to build the empirical corpus for the research. For analysis purposes, we used the content analysis tool proposed by Bardin (1988), and systematic procedures were applied to describe the content of the messages transcribed from the interviews. From the analysis of the teachers' speeches, we can be observed that they had several points in common in relation to what is already being debated, in a critical way, by the community formed by teachers, experts, and teaching entities, regarding the text of the Reformation.