Studies have shown the importance of social interactions triggered in the classroom as key to student learning. However, the teacher should be able to motivate students to engage more actively with proposals for activities. This article presents the results of an investigation into the social interactions developed in the context of a classroom of high school which explained the principles of conservation of mechanical energy with a trial demonstration. The main objective was to understand how the discourse of the teacher can contribute to the proper level of motivation of the student during a lesson. Interviews with teachers and students and the whole process of interaction during the activities were recorded, transcribed and analyzed. The results underscore the importance of the discursive approach of teachers to maintain the process of motivation among students.
Social interaction; Science teaching; Motivation; Teacher's speech
