What do we mean by Scientific Mentality? Constructions, Senses and Meanings

Abstract

The present essay is based on reflections elaborated in the studies of multiple epistemic approaches in the Epistemology, Science and Formation. We recognize, between readings and discussions, the challenges situated on the fine line between the unity and multidimensionality of Science and its implications for formation and teaching praxis. For the construction of this text, we initially problematized the following questions: what do we conceive as Science? “What is Science, after all?”. How do our readings, epistemic reflections, perceptions about Science, uses of Science and its consequences contribute to the construction of the scientific mentality? How important is the mobilization of the “scientific spirit” to think about the training processes of researchers, teachers and the construction of scientific knowledge in the schooling process? We based this study on Habermasian (1968,1987,2002), epistemological assumptions, Bachelardian theory (1996), Paulo Freire (2019,2020;) and other interlocutions. We aim with this brief essay: to contribute to the intellectual formation of education professionals, to reflect on the importance of the dialectical movement of scientific mentality production, reorientation of praxis, of teaching and of problem-solving communicative action.