This work is part of a project that investigates the relations among identity processes for teachers, curriculum reforms at high school and the notion of school discipline. It focuses primarily on the curricular experience that occurs within the Education Department of the State of São Paulo, from the policies pursued since 2008. Methodologically, the research is structured in two phases: (1) Analysis of the discourses present in the curriculum documents Curriculum Proposal of ESS / SP about teacher identities (2) Achievement and analysis of interviews with five experienced teachers in the area of Natural Sciences and Mathematics who work at public schools. As a theoretical-methodological principle, it was designed using the concepts of narrative and monads. From the analysis of empirical data, it was possible to conclude that teacher identities expressed in curriculum documents are fragmentary and contradictory. About the narratives - assets, uses and consumption were perceived that fracture the prospect of uncritical implementation.
Curriculum; High school; Public school; Life science; Teacher's narrative; São Paulo State