摘要：This text presents an analysis of recontextualization through hybridism of the Science school
subject, produced in the pedagogic work of a Primary School of the public education system of
Rio de Janeiro municipality. The concept of recontextualization through hybridism, as presented
by Alice Lopes – based on studies by Bernstein and Ball – was of great value for supporting the
observational analysis of the teaching work. In that context, there were very clear differences in
teacher practices and conceptions, distinguished as a mixture of traditional conceptions of the
teaching activity with the search for new methodologies and the use of resources of new
technologies. In that situation, a hybridism emerged which contained solutions the Science
teachers found to comply with the complex and contradictory guidance issued by the Municipal
Education Department and, also, to act according to their own conceptions about Science teaching
and their professional habitus.
关键词：Recontextualization through hybridism, Curricular policies, Science Education
