EPISTEMIC PRACTICES AND DISCURSIVE INTERACTIONS: A STUDY FROM EXPERIMENTAL ACTIVITIES PRESENT IN TEXTBOOKS

Abstract

This article seeks to understand how Epistemic Practices are presented in the experimental activities present in the Chemistry and Natural Sciences Textbooks and their Technologies approved in the 2018 National Book and Teaching Material Program and in the National Book and Teaching Material Progana of 2021, respectively. From the identification of Epistemic Practices, we propose possibilities for discursive interactions between students and teachers. To achieve this objective, we used Araújo (2008) and Mortimer and Scott (2002, 2003) as a theoretical framework, while the methodological framework was Discursive Textual Analysis, used to analyze four experimental activities, two belonging to the National Book and Material Program Didactic 2018 and two to the National Book and Teaching Material Program 2021. We concluded that the Epistemic Practices present in experimental activities do not differ much from one activity to another. In relation to communicative approaches, we found that the activities present in the collection approved in the 2018 National Book and Teaching Material Program allow the teacher to adopt a more Interactive and Dialogical stance with students. Now, the experimental activities present in the collection approved in the 2021 National Book and Teaching Material Program can lead the teacher to adopt an Authority and Non-interactive approach, as they present questions/guidelines that present scientific knowledge as the only explanation.