ABSTRACT
This paper focuses on the reflection about two teachers’ utterances concerning the (non)situated teaching-learning processes of Mathematics and Physics in a public elementary school in Rio de Janeiro, Brazil. The utterances that integrate the analysis corpus were collected during interviews with two teachers performed by one of the authors in the scope of the project Language Practices in Different Knowledge Areas in Public Schools (PLIEP). Based on the notions of speech genres, spontaneous and scientific concepts, multiliteracies and on analytical categories proposed by Systemic-Functional Linguistics, the data interpretation indicates the Mathematics teacher’s increased discursive affiliation to socially situated knowledge construction processes as well as an ideological distance of both teachers in relation to the multiliteracies practices that characterize meaning (trans)formation in contemporary life.
Key-words:
situated teaching-learning; spontaneous/scientific concepts; speech genres; multiliteracies