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The aim of this paper is to analyze the arguments foregrounding the scientific method for Chemistry teaching provided in the series Chemistry within the day-to-day approach, published by the Editora Moderna, Brazil and whose authors are Francisco Miragaia Peruzzo and Eduardo Leite do Canto. The article investigates the arguments used by the authors in their explanation to teachers and students of the Chemistry applied day-to-day issues. The choice of the mentioned series was based on its indication by the National Program for the High School Textbook in 2008 and its proposal to teach/learn Chemistry through daily experience. Analysis of arguments was based on the theoretical studies by Breton, Perelman, Reboul and Chalmers. Results show that the day-to-day approach of this Chemistry Series presents three problems: a) from a epistemological perspective, the authors deal with knowledge as being outside man, a postulate based on the empirical hypothesis of knowledge, or rather, that

O QUE É MÉTODO CIENTÍFICO NA QUÍMICA DO COTIDIANO THE SCIENTIFIC METHOD IN DAY-TO-DAY CHEMISTRY