Epistemic Relations and Joint Knowledge Construction in the Classroom Talk-in-interaction

ABSTRACT: This work aims to revisit key aspects in the literature that investigates classroom talk-in-interaction, updating them to the recent discussion that investigates epistemic relations in the interactional field. We depart from Garcez’s (2006, 2012) analysis of classroom talk-in-interaction to verify to what extent the current investigation of epistemic issues brings up new perspectives for these studies. The discussion also draws on reflections from the analysis of how questions emerge in the interaction of researchers at a technology laboratory ( FRANK, 2015). We conclude that paying attention to participants’ orientation to territories of knowledge in the interactional field brings into focus relevant issues to the discussion of knowledge asymmetries in the classroom and raises interest in searching for descriptions of non- traditional epistemic organizations in the classroom.