Supuestos epistemológicos en libros de texto de Física para nivel medio. Aspectos de su discurso pedagógico regulador

This work presents an analysis of epistemological logics of Physics knowledge as it is presented in three Argentine textbooks for high school students. Publishing companies and their textbooks as active agents construct not neutral notions about the education object that show operations of selection and resignificance of Physics contents. The statements on the selected textbooks that brings over the epistemology of Science and of Physics were analyzed in order to guess relations and social valuations that they promote between the subjects and the discipline. The above mentioned relations and valuations form part of what Basil Bernstein names regulatory discourse. It is the central point for which they take place and arrange the knowledge to be taught, in this case, Physics knowledge. We could observe that in two cases (textbooks) scientific conceptions near to the positivism and to the logical positivism are promoted and that reference to epistemological theories appears fragmented and out of context. In other case a more complex view of the scientific field and the Physical theories is proposed, while there are references to the science as a social collective institutionalized practice.