Curricular production articulated to Chemistry teacher’s initial education: Implications in the high school

Abstract

This work analyzes the classroom as a space of interaction and production of school knowledge. It seeks to understand which the implications to the professional development of the Chemistry teacher are when he participates in a process of curricular production. It is demonstrated that the production of a curriculum as a Study Situation (SS) offers a greater possibility for dialog between students, teacher and the object of knowledge. It is suggested that the participation of the undergraduate apprentice in the implementation of curricular proposals enables him to become aware about the need for appropriating teacher professional knowledge and signifying it in other levels.