Resumo

REY-HERRERA, Johanna  e  CANDELA, Antonia. Discursive Construction of Scientic Knowledge in the Classroom. educ.educ. [online]. 2013, vol.16, n.1, pp.41-65. ISSN 0123-1294.

This ethnographic and analytical study of discursive interaction was undertaken in natural science lessons in first and second grades in three public schools in Bogota, Colombia. The analysis explores how constructing scientific knowledge in the classroom is influenced by the students' and teachers' personal experiences. The results evidence that like in the scientific community, where established theories and knowledge of scientific culture model observation, participants in the classroom interact to collaboratively construct permeated scientific knowledge that relates to the socio-cultural context from which it emerges. Because of this, we believe that understanding the complex dynamic between teacher and student in the natural science class, contributes to the debate on how science is constructed in the classroom, and thus analyze how it can be improved.

Palavras-chave : Elementary education; classroom environment; knowledge; teacher-student relationship.

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