ABSTRACT
Language as a means of social communication and as a teaching and learning tool is the basic principle of this work, which seeks to understand how teacher and students communicate and how the learning of scientific knowledge is mediated for children in their first school year. We explore data taken from a broader research that focused on a formation process in a public school. This analysis focuses on the discursive dialogue movement in Science classes. Results analyzed under a qualitative approach show how the teacher mediates communication and promotes the first steps in scientific culture acquisition process by creating linguistic and non-linguistic learning contexts. Results reaffirm the importance of studying rhetoric in Science classes in order to discuss teachers’ understanding of how they mediate learning, which may contribute to the renewal of this teaching.
KEYWORDS:
language and communication in Science classes; teaching to talk about Science; teaching Sciences in first school years