UNVEILING MISTAKES IN SEARCH OF A PARADIGMATIC TRANSITION

from simplification to complexity

Abstract

This paper presents some reflections about the error problematic, being a part of a broader study whose aim is to analyze and contextualize conceptions about errors and obstacles of professors and students in undergraduate Physics courses. My starting line is essentially based on Bachelard’s epistemology. The need for a greater depth into the complex relationship network among the several epistemologies pervading the doing of a professor in a classroom, as well as a tentative to reorganize my own knowledge, lead me to include key issues of Morin’s Complexity Paradigm, as indispensable elements for a reorganization of thought.