Teacher education, professional identity and school subject: curriculum practices at high school

This article discusses issues related to the nature of a school subject, in particular chemistry, in high school curriculum contextualized in the practices of everyday school life. These issues are articulated to teacher education with a focus on professional disciplinary identity. To achieve this, researches developed in the Pos-Graduation Program of the Education College, Unicamp, are examined. In conclusion, it is possible to think about possible changes in the configuration of this school subject, due to apressure in the school curriculum practices in Brazil.