Estudo dos obstáculos epistemológicos no processo de ensino aprendizagem no curso de licenciatura em Química do IFG – Câmpus Inhumas

Abstract

This research has as its theme and general objective to analyze the epistemological obstacles in the licentiate course in Chemistry of the IFG campus Inhumas. Specifically, it sought to ascertain the "representations" of students and teachers in the acquisition of scientific knowledge. This research is justified, because the teacher training ends up requiring a critical-reflexive teaching-learning process that leads to the overcoming of epistemological obstacles and to the knowledge of common sense, giving meaning to the formation of the scientific spirit. The type of research is qualitative with a focus on a case study. To obtain the data, an interview with a previous script was applied to the students and professors involved in the course of Chemistry Degree. The results show that the identification of epistemological obstacles and their overcoming should be stimulated as they attempt to improve a scientific concept or solve a problem. It is noticed that the epistemological obstacles and their subsequent overcoming end up being neglected in the way of the scientific acquisitions possibly generating unwanted consequences because it can not stimulate the student nor the teacher for situations of action, of formulation, of validation, of conceptual institutionalization. If the teacher puts the concepts ready and finished, it prevents a construction of a more scientific knowledge from occurring since the student can put himself in a comfortable situation to try to understand or simply to fulfill the task stipulated by the teacher in a passive way.