As filosofias ocultas na concepção de ciência em professores de Física em formação: uma análise sob a perspectiva de Gaston Bachelard

Abstract

In view of the perspectives of physics teachers in training, there is a somewhat fragile philosophical aspect; this aspect, responsible for the scientific quality of the Science Conception of the scientific spirit that has it. Based on this, how do the hidden philosophies in physics teachers in training, and graduate students, influence in their Conception of Science? Therefore, the Conception of Science is analyzed from the perspective of Gaston Bachelard, relying on pure exploratory research, using the methods of Textual Discursive Analysis to explore the answers collected through a structured interview, with questions philosophical and epistemological in nature - divided into four categories; as interviewees, the research has the participation of undergraduate students in Physics Degree, from different periods - from the Federal University of Amazonas -, as well as students from a graduate program, from the same university. The concern about the phenomenon, regarding scientific thinking, will provide a fertile environment to detect the presence of hidden philosophies - a term supported by the concepts of Epistemological Profile and Epistemological Vigilance, both by Bachelard, adding to the idea that a absolute philosophical thought goes in the opposite direction to scientific development and, furthermore, that an individual's conceptions are guided by a plurality of philosophical schools; whether he is aware or not. As a result of Category 1 - Conception of Science - there is evidence that there is a common scientific spirit that is anchored in an epistemological vigilance of the first degree; a worrying situation, since the subjects interviewed will be responsible for the process of developing the conceptions in subjects at the basic level of education. Category 2 - Epistemology - reaffirms the evidence found in the previous category, especially when the speeches about Newton's 1st Law are analyzed in a more intimate way. Continuing with Category 3 - Science Teaching and the scientific spirit - there are signs that there is a spirit that is crawling towards the progress of its own epistemological vigilance. Finally, it is in Category 4 - Philosophy of Science in Higher Education - that the influences of the training course on the development of the scientific spirit are noted. In view of the discussions and the evidence, the results are illuminating regarding: (1) the influence of the Physics Degree course in the development of Science Conception; and (2) the absence of historical and philosophical contexts of Science - a fact that goes against the democratization of Science.