naa a22 4500 510781241 CHVBK 20180411083248.0 cr unu---uuuuu 180411e20130601xx s 000 0 eng 10.1007/s11422-012-9450-y doi (NATIONALLICENCE)springer-10.1007/s11422-012-9450-y do Nascimento Silvania Faculdade de Educação, Universidade Federal de Minas Gerais, Av. Antônio Carlos, 6627, 31 270 901, Belo Horizonte, Brazil aut Science learning in the context of discourse [Elektronische Daten] [Silvania do Nascimento] The original article by Kamberelis and Wehunt (2012) discusses an interesting and important research subject in science education as it focus on classroom interactions and the characteristics of the discourse production of interlocutors. The authors start from the premise that discourse heterogeneity is constitutive of social activities, which is supported by others like Mikhail Bakhtin (Speech genres and other late essays. University of Texas Press, Austin, 1981) and Erving Goffman (Frame analysis: an essay on the organization of experience. Harper and Row, London, 1974). They also present the definitions of three key elements that organize hybrid discourse: (a) lamination of multiple cultural frames, (b) shifting relations between people and their discourse, and (c) shifting power relations between people. Finally, the authors analyze how these three elements organize students' science discourse in the classroom and how it contributes to the creation of a micro-community of practice capable of helping the emergence of a disciplinary knowledge that is legitimized by and strengthens the identity of the group. In the present commentary, I discuss how Michael Foucault's (1970) concept of discursive procedure may help us to analyze the (often neglected) teacher's role in the development of hybrid discourse practices. Springer Science+Business Media B.V., 2012 Hybrid discourse practice nationallicence Discourse didactic procedure nationallicence Classroom discourse nationallicence Science learning nationallicence Práticas discursivas hibridas nationallicence Procedimentos discursivos didáticos nationallicence Discursos de sala de aula nationallicence Aprendizagem de ciências nationallicence Cultural Studies of Science Education Springer Netherlands 8/2(2013-06-01), 497-503 1871-1502 8:2<497 2013 8 11422 https://doi.org/10.1007/s11422-012-9450-y text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11422-012-9450-y text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- do Nascimento Silvania Faculdade de Educação, Universidade Federal de Minas Gerais, Av. Antônio Carlos, 6627, 31 270 901, Belo Horizonte, Brazil aut NATIONALLICENCE 773 0- Cultural Studies of Science Education Springer Netherlands 8/2(2013-06-01), 497-503 1871-1502 8:2<497 2013 8 11422 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer