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This paper investigates the Genetics text in Brazilian school science textbooks from a critical rhetoric perspective, focussing on aspects related to the interaction between text and context in the process of meaning making. Categories of analysis used include exigence, authorship, audience and absences, and explore conceptual relationships between readers and authors, and between these participantes and scientific knowledge taught in school. Implications and suggestions of possibilities fordoaj:aff8daf462eb4805b7aa50f1f7baa449 fatcat:b5t6ki4zunfhxjxevpojllomvu