ABSTRACT:
In this paper, we discuss the results of a study that investigated how teachers act on the tensions and challenges present in everyday school life when they develop Physics teaching in a historical approach. The metalinguistic of Bakhtin and the sociology of Bourdieu are the theoretical-methodological references that guided the study in which we developed semi-structured interviews with the teachers have concluded a Professional Master’s degree in Science teaching. The data analysis indicates that even the teachers do not refute the advantages of historic approach on Physics teaching, they find reasons for the occasional use of it. The study suggests that it is important to include in teacher formation discussions about aspects of the school environment, which is a field in which the agents produce, reproduce and disseminate values about teaching.
Keywords:
History of science; Physics teaching; Professional Master’s degree.