Six Key Questions to Innovate in the Classroom from a Anthropological Perspective for the Learning of Science and Language on Science from the Earliest Ages

This article presents an interdisciplinary theoretical analysis about the elements that should meet in a didactic proposal in order to develop the scientific research skills in the students through the use of language and communication. These are: the Interrelation between the develop of the communicative skills and research skills, along with the possibility to generate evidence of development of these abilities, with approaches that already exist to analyze the scientific speeches in the classroom and the role in the anthropological context for the development of the school thinking. Under the theoretical reflection emerge two central key ideas: first, the relation between; culture, emotions and exploration, observation, in which the use of models is crucial for the sense construction and the regulation of the speech through the interpersonal communication processes like abilities before the development of abilities of scientific research. Second, to analyze the statement as a rhetorical problem solving, there are two elements that affect. On one hand in teaching grammar used by the school to observe and problematize, and secondly, anthropological ethnographic approach to contextualize the representations of the environment under investigation.