摘要：This research aims to analyze the reasons why biology teachers in a public school of Ourilândia do Norte (PA) have used (or not) the experimentation during their classes. The held experimentations are restricted to study course books (Lopes, 1994) and are intended to validate theories, demonstrating the way how problems are evaluated and not giving credits to them as a possibility to contribute to the students learning (Campanário and Moya, 1999). We applied to analysis the descriptive, interpretative and analytical method of the researched knowledge in the fi eld of the constitution of information. Aiming to validate the results, we also applied a qualitative approach, substantiated by interviews with teachers of biology. Although teachers claim that the experimental classes signifi cantly contribute to the processes of teaching and learning, a few things have been done to implement this practice. We can infer that teachers must seek for concrete and innovative ways that will provide a teaching and a learning of sciences more consistent with the student’s social, cultural and scientifi c real needs; and, about the speeches analyzed here, we believe that the problematical experimental practice is one of the ways that can engender this change, whether in a laboratory or a classroom. Keywords: biology teaching, teaching and learning, problematical experimentation.
