Memórias coletivas e suas consequências para as oportunidades de aprender ciências nos anos iniciais do ensino fundamental

Abstract

In this work, we analyze how a teacher and 3rd grade students (re)construct collective memories of the group to investigate a scientific question. The theoretical-methodological framework is informed by interactional ethnography, aspects of the microetnographic analysis of discourse and interactional sociolinguistic. The data were constructed through participant observation with video records, field notes and artifact collection. The analytical process included the development of timelines and event maps, as well as the transcription of interactions in message units, using contextualization clues and the elaboration of descriptive/analytical tables. The results show how the (re)construction of knowledge and resources from the history of the class contributed to the creation of opportunities for children to engage in investigative practices. We present implications for the pedagogical practice and for the field of research in Science Education.