EPISTEMOLOGICAL IMPACTS FOR TEACHERS IN TRAINING: THE POSTKUHNIAN PERIOD

Abstract

This article aimed to characterize the epistemological impacts of the so-called postkuhnian period on the training of teachers of Natural Sciences until the present day. Questions about scientific development are covered here with a view to providing and providing opportunities for actors in training, quality material as an input to possible debates of an epistemological nature in the academic sphere. For that, we used a bibliographic and narrative investigation with a qualitative approach. The results are centered on the conceptions of that period, especially with regard to scientific development and prescribes the urgency of increasing eloquent epistemological debates in the context of teacher training courses.