Concepções, crenças e conhecimento — afinidades e distinções essenciais

Abstract

This text present a theoretical analysis which main aim is to discuss and clarify in a confronting way some key concepts that are frequently used in research on teacher thinking and teacher knowledge. After arguing in favor of the relevance of the research in this area, the concepts of knowledge, belief, and conception are cross-analyzed in a confronting way from the point of view of several authors. Affinities and distinctions between conception and knowledge, conception and belief, and belief and knowledge are proposed. We also discuss the nature and role of conceptual systems, how these systems can be characterized
and how they are organized, and also how conceptual systems as sets of beliefs and conceptions are constituted and evolve