This work try to highlight the potencialities of a multimodal approach of the science teaching and how it can be associated to Vygotsky's sociocultural theory. By a case study of the decomposition teaching at science classes to fundamentary students it is explored the multimodality dinamics and its advantages to a sociocultural science teaching. Using differents ways of representation, it is analysed each one contributions and hundles to a better understanding of the decomposition, the benefits of their confluences in help students to get involved at the teaching processes and in provide different ways to sttudents' interpretation and expression their selves. It has been found that multimodality allow students to acess information and knowledge by ways that they are confortable to be subject of their own learning process.
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