Resumo

FLORES, José Francisco  e  FILHO, João Bernardes da Rocha. Hanna Arendt and the distinction between knowing and thinking: reflections for science teaching. Acta Scientiarum. Education [online]. 2017, vol.39, n.2, pp.131-140. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v39i2.30440.

Theoretical contributions are proposed for the formation of science teachers from the distinction between knowledge and thought presented by Hanna Arendt. For the author, the action of knowing, accomplished by science, seeks truths, while the thought, as a action of spirit, seeks meanings. The concept of creative potential is used, suggested by the plastic artist Fayga Ostrower, as a motivational factor of thinking for production of meanings. It can be concluded that science teaching must aim at the development of the ability of not only knowing, but also thinking, promoting the expansion of the creative potential of students and teachers.

Palavras-chave : Science and Art; Thinking and Knowledge; Creative Potential; Education and Creativity.

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