The aim of this article was to identify whether pedagogic practice can enhance or limit some conditions of the conceptual demands in the treatment of knowledge. It was the result of observations of science classes in primary school at the public school of Valinhos. The analysis was carried out by comparing with other surveys about advantageous situations to match the development of scientific knowledge to the same theoretical perspective the Bernstein theory and, it was evident that the pedagogic practice was far from what is seen as adequate, especially for not allowing student interventions in the learning schedule and for keeping within scientific content borders, which end up creating advantageous condition for reducing the conceptual demand level in classes.
Science teachin; Primary school; Pedagogic practice; Classification; Framing
