THE HYBRID ENERGY ENUNCIATED BY PHYSICS AND BIOLOGY TEACHERS IN INITIAL TRAINING
ABSTRACT: Supported by Bakhtin, we start from the premise that, in social life, discourses are made of different voices and different social languages and that these voices often merge, intersect, or are embedded, in hybrid enunciations. The goal of this paper is to understand the process of enunciating hybrid statements for the development of energy concept and its implications for teaching and learning sciences. We analyzed verbal interactions produced in focus groups conducted by questioning both scientific and daily concepts of “energy”, by student teachers in Physics and Biological Sciences, PIBID scholarship holders. In the interactions, we observed bivocalization of discourses through the construction of both organic and intentional hybrids. Understanding hybrid enunciations has the potential to indicate active and responsive appropriation of scientific discourse, which is rarely perceived in the processes of teaching and learning sciences. Finally, from the results, we outline some reflections on the sciences curriculum.