Gaston Bachelard e a educação

Abstract

Gaston Bachelard’s epistemology criticizes the traditional forms of education by understanding education with the sense of formation, defending a permanent formation of the human beings. This sense of formation, in Bachelardian thought, runs through the two strands of his work - scientific and poetic - emphasizing the unpredictable need to experience the real and the unreal for the formation of the individual. It is by a copious process of disillusionment, rectification of errors, and removal of the obstacles, which Bachelard understands the permanent formation of man, which never presents itself a priori objective, but with a past of rectified errors. Therefore, the present research has as its general purpose to investigate the contributions of Gaston Bachelard’s epistemology to the field of education, highlighting the idea of a scientific pedagogy in teaching as a foundation for the development and the formation of a new scientific spirit, opposing the traditional forms of teaching. Its specific objectives are to situate Gaston Bachelard’s thought within the French academic-philosophical-cultural context; to investigate the main concepts of the epistemology of Gaston Bachelard; and to analyze contributions of the bachelardian thought to the field of education, besides clarifying the reason of the necessity of a new pedagogy in the teaching, defended by the author. This research is based on the assumption that Gaston Bachelard's epistemology has a "pedagogical background" that is still little explored, expressed when the author highlights the "pedagogical aspect" that scientific notions carry. It is a research of a theoretical nature on the work of the French philosopher, therefore, taking the form of a bibliographical research. In this sense, we explain the main concepts derived from his epistemology, such as: the notions of applied rationalism; of regional rationalisms; of integral rationalism; of epistemological obstacles; of epistemological profile; of philosophy of the not to be, besides the collective character of the scientific activity and aspects of the role of the imagination. Next, we analyze the contributions of Gaston Bachelard's thought to the field of education in order to clarify why the need for a new pedagogy in teaching. Another aspect evidenced was the possible relationship between regional rationalisms and discussions in the field of school interdisciplinarity, which, as we understand it in this work, "preserves" the epistemological field of each area, but seeking dialogue with other disciplines in order to seek not to let go of the complex reality to which the subjects are inserted. We conclude that Bachelardian scientific pedagogy sheltersthe presuppositions of its epistemology when worrying about the foundations and the requirements for the development of the scientific spirit, cultivating the desire to construct in the teaching the development of a new, scientific pedagogy from a pedagogy of formation.