The present study aims to understand the perceptions of Basic Education teachers regarding
the importance of the pedagogical knowledge necessary for the teaching activity. We
understand that the teacher as a professional has a set of heterogeneous, temporal, situational
teacher knowledge and marked by interaction with other human beings, such as pedagogical,
disciplinary, curricular and experiential knowledge. The methodological trajectory occurred
through qualitative research, since it was the most appropriate approach to work with data that
are not easily quantified, such as values, beliefs, experiences and conceptions of teachers. The
methodological tool for data collection was the semi-structured interview, since this type
allows a freer dialogue with the collaborators, enabling the capture of more information
riches. The research collaborators were 5 Basic Education teachers. Three professors taught in
the same school, professors of Biology, Physics and a professor of Chemistry, while the other
teachers are from two different schools and both teach Biology. The teachers' reports were
collected through a voice recorder in order to preserve their speeches as much as possible,
then we transcribed the reports and submitted them to the analysis based on the data analysis
spiral and the interpretative- Comprehensive. At the end of the research, we understand that
although for some teachers it is a difficult task to articulate certain teaching knowledge, such
as pedagogical and disciplinary, for other teachers the influence of knowledge was crucial for
the development of practices and conceptions differentiated in the classroom.
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