In the socialsemiotic approach to language developed by Hallydayans Systemic Functional
Linguistics, the role of language in constituting educational knowledge has been explicitly
shown. Crucial parameter in the constitution of educational knowledge is considered to
be decontextualized language, such as definitions and classification, conceived as necessary
in generalized meaning. In the present paper tools of the Systemic Functional Linguistics,
more specifically the Transitivity system, are used in analysing two textbooks in the
matter of Social and Physical Environment Studies (intitled We and the World) of
elementary school’s 1rst and 3rd grade; our analysis focuses on the representation of
experiencial meaning. The analysis of the corpus highlightes different lexicogrammatic
realizations in recontextualizion of the same thematic areas from grade to grade, as well
as in the variation of definitions and classifications of social and physical entities, thus
according to the paradigm of the distinction between social and physical sciences.