Overview

This research investigated the work of two Natural Science teachers in 6th grade elementary school classes, from the planning of their work to its implementation with adolescents. The objective was to understand the relationship between the teachers and the development of their work, between them and Science, and with their students. We studied the teachers' patterns of thought and behavior in their daily routine and the facts manifested in the interactions observed. We avoided representations, both in the bibliographic survey and in the empirical research. We noticed that, in all the stages studied, the teachers' work showed signs of alienation. This is because, despite their ability to transform nature, social relations, and thinking through their work, the teachers investigated did little to create conditions for strengthening their own freedom and that of their students through knowledge. The research demonstrated a strong tendency to reproduce elements fundamental to maintaining and strengthening relations of domination.

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