Avaliando afirmações do conhecimento no ensino fundamental: uma análise de interações em aulas de ciências

Abstract

In this work, we analyzed how students from an 8th grade class of Elementary School acted and reacted in the process of evaluating knowledge statements in science lessons. For this, we analyzed discursive interactions in a debate on a socioscientific issue in the light of the assumptions of Ethnography in Education and constructs of epistemic practices. The results indicate that epistemic practices of evaluation were related to the distinction between arguments based on a rationality considered scientific and rationalities that would not be valid in that context. This process happened over time, especially through engagement in inquirybased activities. The group also began to assess evidence considered scientific; engagement provided by the socioscientific instructional context. These results add to epistemic practices research field and contribute to discussions about science teaching in times of declining trust of science.