A escrita em aulas de química e as práticas epistêmicas mobilizadas pelos estudantes do ensino médio

Abstract

We understand writing in science classes as a social practice with norms conventionalized by a community. Thus, we search to answer the question: how did high school students get involved in writing activities in a sequence of Chemistry classes?Guided by interventional research, we qualitatively analyzed the written records produced by students. The datawere analyzed based on the epistemic practices. The results revealed that these practices can occur even though the registered consensus is closer to the scientific one, not necessarily having to be in a first version. This is because the actions ofstudents carry out to write their consensus, which can be reassessed. As implications we show that the interaction between students and teachers does not end in oral speech.