A epistemologia de Humberto Maturana e suas implicações à formação de professores para o ensino de ciências

Abstract

The article is the result of theoretical research of an essayistic nature on Maturana's proposal on the question of knowledge and its implications for the formation of teachers for Science Teaching. Methodically, the essay is structured from the perspective of critical hermeneutics, constituting an effort to phenomenologically understand the implication of Maturana's proposal for the field of teaching and teacher training. Although the author did not think of his proposal in this direction, it is possible, when appropriating his project, to transpose it to conditions that go beyond its initial objectives. Our objective here was to make explicit the central thesis of the studied author, which is: we live in a world with other living beings and share with them the vital process. For this reason, the events in the world around us are not prior to our experience, because our life trajectory makes us build our knowledge of the world, knowing that it also builds its knowledge about us. Thus, we can affirm that knowledge occurs through the interaction of the living being with the environment and between the environment and the living being, and in this process both undergo changes and these completely alter our existential condition. The text tends to conclude that the reflections presented are always an invitation for us to question ourselves about the science teaching process, that is, it is a way to worry about the way we are doing science and how we are teaching as part of a human formation process.