The work in focus was accomplished with licensed teachers in Biology that teach Physics in
the discipline Natural Sciences. It presents some questions around the pedagogic work
developed by these professionals of the education to overcome the difficulties found when
they teach that discipline. To subsidize this study, I analyzed the curriculum of Biology
graduation of two university, the conceptual mistakes in the didactic books and the
relationships that settle down among these instruments, the National Curriculum Parameters
and the knowledge educational of the teacher of Sciences. The theoretical subsidies that guide
the investigation is centered in Paulo Freire's thoughts and his freedom practices of educating,
in Isabel Alarcão's reflexive school, in the competences of Perrenoud, among other authors
that make reflections about the pedagogic practice, and Orlandi, which discuss about the
analyses of the Speech. To understand better the educational work developed by the teachers
subject of this research, I analyze using observations, interviews and questionnaires how they
built the educational knowledge in this professional's performance, although that they are not
formed to the pedagogic exercise in Physics discipline. The data found in those teachers'
voices show in this research model how much it is important to know to hear, to feel and to
evaluate the hopes, the anguishes and other problems that interfere or aid in the educational
practice. The study reveals some elements that are good to analyze how the teachers build and
structure their pedagogic practices, be them reflexive or not, how they structure their thoughts
about the teaching of Sciences, and what is the possible alternatives for an improvement in the
quality of this practice. They also reveal that the didactic books are instruments that sustain
the teachers' practice, above the ones that insist to be arrested to the curriculum established by
the educational system, or to the curriculum of the initial formation. To conclude, finally, that
a lot needs to be done to improve the scientific educational of the teachers, but in spite of that,
we found teachers committed with the own professional formation. The construction of the
educational knowledge are not just centered in the curriculum of professional formation, or in
the reading of the didactic books, nor either in the pedagogic strategies, also the experienced
and lived knowledge must be included in the built of this educational knowledge, to the
knowledge built in the real society which the teachers are involved, of the reality of the school
system, of the knowledge of the experience, so the construction is made with all the "
arrangements " that the society exposes the teachers fallowed by one critical-analytic
reflections.
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