History and philosophy of science in chemistry teaching

between negation and becoming

Abstract

In this study, having as a research horizon some questions that put the teaching-learning of chemistry in perspective from the history and philosophy of science, we defined as the main objective the exploration of the different discourses involved. We use the concept-notion of discursive formation as a theoretical analysis device. As a result, we see a kind of endogenous litany, with paralyzing consequences for the work in this perspective, arising mainly from an innocuous dispute of syntactic-semantic bases. The alternative we pointed out was for a new composition structured in the consideration of the other’s discourse as a codiscourse.