PERCEPÇÃO DOS PROFESSORES DE CIÊNCIAS DA NATUREZA E ACADÊMICOS DE FÍSICA SOBRE AS UNIDADES CURRICULARES EM MATO GROSSO DO SUL

Abstract

This study investigated the perceptions and evaluations of Natural Sciences teachers from the public school system of Mato Grosso do Sul and undergraduate Physics students from the Federal University of Mato Grosso do Sul (UFMS) regarding the Curriculum Units within the context of the New High School reform. Through categorical content analysis, the research aimed to understand the possibilities and limitations of implementing these units in pedagogical practice, identify the main challenges faced, and assess the role of both initial and continuing teacher education in this process. The findings reveal diverse perceptions, highlighting gaps in teacher training, structural and political difficulties, and the need for greater alignment between theory and practice. It is concluded that the improvement of the Curriculum Units depends on the articulation of public policies, teacher education, and pedagogical practices, aiming for a more contextualized and meaningful education. The data collected may inform future academic discussions and contribute to the development of strategies that enhance teacher training and performance in high school education.