This work resulted from reflection about physics teachers' experience in initial training, with the thematic approach based on Freire-STS (Paulo Freire's Science - Technology - Society). We seek to answer the question: How teachers in initial training place themselves front of the possibility of performing curricular referrals guided by the thematic approach during his/hers traineeship and/or in the course of their professional practice? We use the Discursive Textual Analysis to analyze questionnaires answered by those teachers at the end of the work. We identified three categories articulated to the curriculum as a result: (i) from the disciplinary fragmentation to the interdisciplinarity, (ii) issues of students' reality as a starting point, and (iii) thematic approach: curricular reconfiguration or new methodology? At the end, we signaled potentialities and challenges of thematic curriculum.
Thematic Curriculum; Freire-STS; Physics Teachers in Initial Training