Abstract

SILVEIRA, Luiz Gustavo Franco  and  MUNFORD, Danusa. Science learning: an analysis of discursive interactions and different space-temporal dimensions in the classroom daily life. Rev. Bras. Educ. [online]. 2020, vol.25, e250015.  Epub Mar 28, 2020. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782020250015.

In this paper, we analyze the construction of Natural Sciences science learning opportunities in a group in elementary school. Guided by ethnography in education, we followed the daily life of a group over three years. Using a historical analysis of science lessons, we selected an event with analytical potential. We explored discursive interactions in this event, characterizing movements in which the participants recognized, shared and/or deviated from proposals of engagement in practices and use of knowledge related to the conceptual, epistemic and social domains of science. The results indicate how learning processes were constituted from articulations between such movements and intercontextual relationships coming from different space-times with translocal meanings. We discuss potentialities and challenges facing different contexts in the classroom daily life, as well as implications for the notion of contextualization.

Keywords : science learning; discursive interactions; intercontextual relationships; ethnography in education.

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