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This paper is a clipping of a research conducted at IFPE Campus Vitória de Santo Antão, from 2018 to 2019, addressing how the translation of scientific discourse is made through argumentation, understood as a communicative continuum consisting of statements from the verbal language and intentionality. This study aimed to characterize the elements of science discourse translation for school scientific discourse in chemistry classes. According to Cicillini and Silva (2010), knowledge synthesized in school content in science classes differs from genuine knowledge of legitimate scientific production (SILVA; CICILLINI, 2010). It configures a phase of the research carried out in a 2nd year high school class, from IFPE Vitória de Santo Antão Campus. We used as methodological procedure the observations of spontaneous classes and the elaboration of the field diary, later analyzing the data from the structural idea of establishing a common language in science teaching as an indispensable condition for the understanding of the chemistry contents treated in the classroom, defended by Lira (2017) as Scientific Language Translation due to the occurrence of a “translation” of the knowledge of science produced by the scientific community in order for its dissemination and use by society (CICILLINI, 1997). Given the results obtained we realize that the use of discursive strategies builds and consolidates scientific knowledge, interconnected with the methodology used by the teacher, argumentative discursive strategies create an enabling environment for the transformation of scientific discourse into scholarly scientific discourse, favoring the construction of scientific knowledge. and promotes learning during chemistry classes.

TRADUÇÃO DO DISCURSO CIENTÍFICO ATRAVÉS DAS ESTRATÉGIAS ARGUMENTATIVAS DISCURSIVAS NAS AULAS DE QUÍMICA