Abstract:

This paper aims to present the theoretical configuration of the notion of Scholastic Digital Discourse related to Chemistry (DDErQ, by its acronym in Spanish), a proposal that seeks to constitute a possible place for the interpretation, understanding and resignification of future school practices associated with the teaching of this science by taking as an entry point/perspective the Initial Teacher Training in the field of Chemical Education. According to this proposal, the main theoretical references that make up this notion are derived, on the one hand, from the Discourse Analysis in its aspect initiated in France by Pêcheux and developed widely in Brazil by Eni Orlandi. And, on the other hand, derive from branches that, based on this theoretical affiliation, were published in the field of so-called natural sciences by Almeida, and in the field of new language technologies by Dias.

Keywords:
Chemistry teaching; Digital discourse; Initial teacher training; Digital memory