Overview

This book aims to detail the trajectory of a research project that sought, through the study of school culture from an ethnographic perspective and teachers' narratives, to investigate the discourses that have been produced in everyday school life regarding a possible place (CERTEAU, 1994) for the discipline of chemistry. Within this context, we sought to find possible evidence of how these discourses are related to the various uses of national curriculum proposals initiated after the 1990s, more specifically the National Curriculum Parameters for Secondary Education 1999/2000 and the National Curriculum Guidelines for Secondary Education 2004/2006.

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