Bachelardian epistemological obstacles: Contributions to the continuous education of teachers

• Autor(a) principal: Melz, Elisângela Regina Selli
• Data de Publicação: 2023
• Outros Autores: Costa, Rodrigo Cardoso, Marques, Fernando Michelon
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Linguagens, Educação e Sociedade (Online)
• Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3957
• topic: Construtivismo; Aprendizagem com significado; Conhecimento científico; Constructivismo; Aprendizaje con significado; Conocimiento científico; Constructivism; Learning with meaning; Scientific knowledge

This article aims to promote discussions about the epistemological obstacles, reflecting on the training of teachers that are available in an integrated technical education, particularly those with technical education background. However, issues related to epistemological obstacles are normally not addressed with emphasis in the technical area. Faced with this reality, we wish to expand the discussions on Bachelardian epistemological obstacles in the field of teacher training, with a view to assumptions of constructivism applied from the didactic organization of the teacher. In this sense, our intention was to seek to answer whether teachers understand the difficulty of overcoming Bachelardian epistemological obstacles on the part of students as a point of continuous improvement of their didactic-pedagogical practice. We are guided by authors who bring, in their essence, the concepts known by Gaston Bachelard, as well as his own work. We tried to answer the question of this manuscript, through our perspective on the Teacher-Knowledge dynamics, regarding the need to study the obstacles, with a view to the improvement of a didactic-pedagogical action. In our final argument, the overcoming of epistemological obstacles by the students is linked to the teacher's work methodology. We emphasize that the recognition of obstacles in the teaching and learning process allows the teacher to create an encouraged school environment, particularly in high school, to work on the knowledge taught, focusing on learning efficiency, following constructivist prescriptions from both Vygotsky and Bachelard.