In this article, we intend to discuss the potential of ethnography in education to broaden conceptualizations of science learning and scientific knowledge. We address discussions around using ethnography in educational research, and how it has been adopted in the field of Science Education, identifying tensions. We present results of an exploratory analyzis of discursive interactions in an elementary education classroom. The results illustrate: i) the importance of acknowledging that multiple contexts are present in an event (e.g., school institution, age characteristics, gender issues); ii) how more complex perspectives on science learning can emerge from ethnographic studies.