Obstáculos epistemológicos sob a perspectiva de Bachelard

Abstract

This article portrays the importance of overcoming Epistemological Obstacles from the perspective of Gaston Bachelard. It highlights the need to overcome these obstacles for the progress of science. These are responsible for the stagnation of thought, being inherent in the work of the scientist. Some of the obstacles described by Bachelard in his book, The Formation of the Scientific Spirit, are cited as the First Experience-characterized by basic opinion and observation; Verbal Obstacles-which are explained by analogies, metaphors, occurring at the association of a concrete word with an abstract word; Substantial obstacles-through the use of images or the attribution of quality to phenomena; Animist Obstacles-characterized by the fact that many teachers give 'life' to many representations to explain certain content; Realistic obstacles-in which the substance of an object is accepted as a personal good; and Unitary and Pragmatic Knowledge-characterized by the use of exaggerated generalizations. Knowledge about them is of paramount importance so that the teacher can prepare and develop a class in which students are not harmed by these obstacles and thus the formation of scientific knowledge. In general, these obstacles are often encountered during class and according to Bachelard overcoming them is necessary. To complement the idea of the formation of scientific knowledge, a conceptual map is presented at the end of the article that has 'Science' as its main word, addressing the formation of knowledge and how it develops.

Obstáculo epistemofílico e aprendizagem univeristária sob a perspectiva psicopedagógica

“…Obstáculo epistemológico refere-se à dificuldade de aprendizagem por divergência ou incompatibilidade na ordem sóciohistórica do pensamento científico de um dado grupo em uma dada época. O aprendente vivencia desordem na construção do conhecimento por não possuir informações básicas que sustentam a nova construção de conhecimento e comprometem a lógica do processo (Morin, 1998;Neubern, 2001;Trindade, Nagashima, Andrade, 2017). O aprendente tem estrutura cognitiva para lidar com o novo conhecimento, mesmo assim, não consegue apreendê-lo.…”