O tratamento epistêmico da ideia de erro na aprendizagem e no ensino de ciências

Abstract

The act of learning and building knowledge involves mistakes, whether in science or in teaching, whose error represents an element inherent to the thought in the process of constructions and ruptures, at the same time translates the mark of an intellectual activity in movement. In this way, the present study aims to understand the idea of "error" in the teaching-learning process, from the recognition of epistemological obstacles and typology of errors, which require both theoretical and didactic treatments. The research is theoretically based, with a qualitative approach. Initially, a state-of-the-art exploratory investigation was carried out about the descriptors errors, science teaching and epistemological obstacles, as a way to verify limits and possibilities, in addition to providing subsidies for the proposed discussions. Subsequently, the theoretical framework was built in light of the epistemological and didactic foundation by gathering theoretical and practical aspects present in the works of Bachelard (1978a,1978b, 1996, 2006); Piaget (1970, 1975a, 1975b, 1976, 1999, 2013) and Astolfi (1994, 1997a, 1997b, 1998, 1999, 2012) authors who compose the core of the research and configure the theoretical triangulation. Finally, the study includes the discussions of Spinoza (2009), Merleau-Ponty (1999), Nóbrega (2016) and Deleuze (2002, 2019) when thinking about the affections caused in the body-mind from the encounters with errors in teaching. As obtained results, the study points out the scarce literature related to the descriptor epistemological obstacles, as well as the theoretical perspective adopted when reflecting about the error, gaps that may encourage further investigations. Moreover, we emphasize the need/possibility of rethinking the error in the science teaching-learning process and the importance of building an epistemological posture by the teacher. The research sought to provide theoretical subsidies that contribute to the resignification of the role of errors in science teaching and learning, since there is no learning without obstacles, which requires ruptures and rectifications about teaching and learning. Keywords: Error. Teaching-learning. Student. Teacher. Science teaching.