A física nos anos iniciais: obstáculos verbais em livros didáticos em uma perspectiva bachelardiana

Abstract

The epistemological obstacles listed by Gaston Bachelard are configured as obstacles to scientific knowledge and are necessary to overcome such obstacles to the formation of the scientific spirit. Thus, this research aims to analyze energy concepts in textbooks from the early years of elementary school through the idealization of verbal obstacle in the perceptual bachelardiana. For this, we use elements of the content analysis, directed to the empirical material constituted by didactic books of sciences produced for the initial years. The analytical questions are confined to the didactic book because this is an important pedagogical instrument, pertaining to the daily life of the classroom, that can to some extent be considered a historical product; Thus producing idealizations and meanings. In this perspective, didactic books present situations in which words and the manner in which they are posed allow for the emergence of verbal epistemological obstacles. Among the various subjects that the textbooks discuss, the discussions related to energy are among the most significant to science education, mainly because of its unifying character. The tendency to use the term energy in different areas makes it difficult to distinguish "everyday energy" and "scientific concept of energy" because scientific conceptualization is treated after the use of the word, so it is not surprising that the scientific concept Is so complex. In this way, the difficulty with what is energy sustains the verbal obstacle that the term expresses, specifically, with justified reasons in the analysis of textbooks that demonstrate words or schemes that send energy to work, consumption, generation, transportation, which Substantializes or materializes energy and can be considered as idealizations of the verbal epistemological obstacle.