It is intended in this article focus on how the practitioners deal with notions in National Curricular Parameters for the High School (PCNEM) and the National Curricular Orientations for the High School (OCNEM) documents and how this is related to the reconfiguration of the place of chemistry within an educational institution. Based on a survey, we realized that the replacement of places in educational establishments symbolically related to the chemical as well as collections of objects related to these subject practices that is being resignified from curricular practices. To compose the empirical material, procedures have been developed to build data with an ethnographic approach and listening to narratives, including photographic records. Discourses present in PCNEM and OCNEM for the integration of areas and interdisciplinary work, in a way, cause effects on curriculum practices that reconfigures the place for that subject within some institutions of education.
Chemistry teaching; Curriculum; High school; Educational policy
