Resumen

SAITO, Fumikazu. “Continuidade” e “descontinuidade”: o processo da construção do conhecimento científico na história da ciência. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2013, vol.22, n.39, pp.183-194. ISSN 0104-7043.

Historians of science and educators have presented some proposals that aim to bring together the history of science and the teaching of science. Such proposals have emphasized the formal aspects of modern science without considering the process of constructing scientific knowledge. Thus epistemologies based on the idea of rupture such as Gaston Bachelard´s and Thomas Kuhn´s epistemologies are especially appreciated. For many educators, the Bachelard´s concepts of “epistemological obstacle” and Kuhn’s notion of “paradigm shift” seem to break with the linear and progressive view of the development of the scientific knowledge. Under these circumstances, educators have based their proposals upon the historical discontinuity theses without taking into consideration that these very theses were the results of a way of thinking the world which was designed and instituted facing the scientific knowledge of a certain time. In this paper the author proposes that the approach of the history of science to science teaching should be guided by an approach based upon current trends in historiography rather than focusing it in the formal aspects of science. Special attention is given to the context in which Bachelard´s and Kuhn´s epistemologies were evolved.

Palabras clave : History of Science; Epistemology; Continuity and Discontinuity; Constructing Scientific Knowledge; Nature of Science.

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