Resumo

CANDELA, Antonia. From extracurricular knowledge to curricular knowledge of science: An Ethnographic Study in Elementary School Classrooms. RMIE [online]. 2006, vol.11, n.30, pp.797-820. ISSN 1405-6666.

This article is an ethnographic study of discursive interaction among teachers and students in normal science classes in the classrooms of a public elementary school. The study focuses on analyzing the actors’ use of classroom dynamics and the students’ extracurricular knowledge, particularly knowledge related to their “empirical” experience. The assumption is made that “empirical evidence” is what the participants deal with as a result of their perception and not as objective data. By analyzing the sequence of interaction, it is found that everyday knowledge acquires new meaning in a discursive and negotiating process that constructs curricular knowledge of science, which is legitimated in the classroom as scientific facts. The importance of this type of studies lies in their using the best aspects of teaching traditions, and guiding proposals more in agreement with the school context.

Palavras-chave : ethnography; classroom; science teaching; extracurricular knowledge; curricular knowledge of science; Mexico.

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