Valuable Obstacle as a challenge to the development of the professional knowledge of a Chemistry teacher

One of the concepts of the bachelardian epistemology is that of an epistemological obstacle that is related to aspects that cause stagnation in the act of knowing.1 Porlán et al. 2-4 use the concept of epistemological obstacle proposed by Bachelard for the field of didactics of Science and extended its meaning to the case of Science teachers related to the process of development of professional knowledge in teaching. In this sense, this work sought to discuss the characterization of an epistemological obstacle, titled valuable, identified in the conception of Chemistry Graduates. The research was carried out with sixteen Graduates in Chemistry. Interviews were carried out and questionnaires were applied. From the process of categorization, which occurred through the organization of units of analysis, which had some coherence, the category named “Valuable Obstacle” emerged, which highlighted a conception of distinct values attribution to the same Science depending on how it is taught.