Writing and authorship in scientific initiation text in elementary education: is it possible to have another relationship with knowledge?

Abstract This article gathers thoughts about interdisciplinary work, connected in a pedagogical practice of scientific initiation on the elementary school area. Acknowledging the school as a learning construction space, teachers and students can assign other senses for the schooling institution, giving a new meaning to their own places. Reinforced with internet’s advent, the act of copy and paste has contributed for the formation of subjects, in the words of Freire, more like spectators of the world than recreators. Thus, we grasp the task of searching as a fundamental activity on the formation of the critic, reflexive, creative student: subject-author. By working with theoretical and methodological approach of the French Discourse Analysis and the critic perspective of Science, Technology and Society Education, we seek reflections about another possibility of relationship between school/student/teacher/knowledge, that points towards a bigger school’s identification with the emancipatory scientific formation.