This study is on teaching practices of Sciences of teachers from Education of Young Adults who work at Municipal School in Belém. It relates how they have configured the conceptions of knowledge and teaching of science in the context of professional Proposal named Knowledge Total. My goal was to identify the ideas they express in their practices, tensions between their mind and their act in the proposal, in so their educational needs. This is a qualitative research, in narrative form developed in schools that follow the guidelines of the educational proposal. The research subjects were six teachers of 1st and 2nd totality. It was
made semi-structured interviews to encourage the teachers to report direct or indirect their trajectories and their professional identities with the EJA, their understanding of the proposal “total knowledge”, the practice of the teaching of science they developing and their formation needs. They spoke also of their limitations, the advances and tensions in their teaching practices. The results show that the teaching practices have elements of a liberating concept of education, articulated with the design typified in the proposal, even if the teachers do not recognize themselves as such and show some confusion in the proposal bases as for example,
they do not understand the signified the term “total knowledge”. Also they point their need to enhance the process of formation of the teachers in order to deepen its involvement with the proposal. There is also a need on the part of these science teachers to know more about the nature of science. It was concluded that the difficulties and tensions experienced by teachers in general, are caused both by lack of a more specific knowledge in teaching science and a better help to teachers in the schools by the municipal administration. The teachers point that they had not a service formation to effectively teach science efficiently in the proposal.
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