ABSTRACT
In this chapter, recurrent gestures are analysed in a semester of Organic Chemistry at a Higher Education Institution. These gestures are portrayed against the background mode used to highlight them. The most frequent recurrent gestures are also analysed in terms of Halliday’s metafunction. Based on such analysis, we highlight some forms of articulation between the modes used to construct meanings, in a multimodality approach. By identifying the recurrent gestures and their relationships with the taught content, we were able to identify the concepts considered essential to understanding the content presented during the semester.
