Os obstáculos epistemológicos: uma análise dos livros didáticos de Química do IFG – Câmpus Inhumas

Abstract

This research aimed to analyze and verify the presence or absence of epistemological obstacles through the textbooks of Chemistry: "Half Chemical Environment Technology Citizenship" (2010) and "Chemistry" (2014), adopted by the IFG - Campus Inhumas. This research is suitable for a mainly qualitative research and also giving emphasis on a quantitative research interpretive nature because it shows how basic, pure or fundamental where there was no concern in collecting school data and subjects. The criteria for this study-guided in the search for scientific discussions supported the expansion of theoretical knowledge about the epistemological obstacles founded on the precepts of Bachelard, from the textbooks of Chemistry. The results showed that the obstacles influence the student's knowledge from conceptual examples. But if the teacher knows how to demystify certain concepts, the student will learn what really is the science and the terms they use. The readings and re-readings, along with the organization of data, enabled the creation of categories for the analysis of textbooks (LD). In the first stage we tried to make a general analysis of LD, in the second step was concerned to make a specific analysis of the summaries of the LD and the last stage we tried to do the analysis of epistemological obstacles in LD. Although not all books include all the epistemological and methodological principles that should contain them. It is concluded in this study that chemistry textbooks can contribute to the theoretical understanding to consider that it is the most used by teachers in the school, there may be a worsening in the chosen books, if it contains obstacles, therefore, the past content the students will also be an obstacle to understanding. In this way, the teacher should use their creativity, scientific rigor and open discussion of these obstacles to implement them efficiently. Thus underscoring the need for studies on the epistemological obstacles.