Philosophical perceptions and conceptions as a basis for science teaching

Abstract

This theoretical discussion is based on epistemological research between Merleau-Ponty and Bachelard, to think about Science Teaching in the academic and school context, to understand the structures of scientific and philosophical thought, questioning what it is, and how it is taught, and for what/what is the purpose so that learners know what the purposes are and how the aforementioned teaching applies to their reality, being able to reflect on their own experience. Our reflections were conducted in a conflicting and challenging way, since the authors' ideas are sometimes provocative, biased and interfere with communication, in a way that hinders understanding and interpretations, for researchers seeking their first reading experiences, however, they allow for numerous aspects of how to think about a sociocultural reality, such as a classroom. The discussions point to the possibilities of building paths of critical reflection on the perceived, conceived and experienced realities (academic and school), admitting the stance of restlessness and encouraging students to uncover the complex world of science in order to understand Science Teaching. From this perspective, it is necessary to create mechanisms to solve the problem of this communication failure, which makes it impossible to understand the knowledge that surrounds their daily lives, since knowledge exists, but it needs to be unveiled in order to be understood, since there is a need to perceive in order to be felt and experienced, as a process of transforming thought in order to have a new perspective.