A Complexificação do Conceito de “Prova Científica” em um Contexto de Formação de Professores de Ciências

We discuss the complexification of the object "scientific proof" in the development of activities in a master's research in Land Education (Natural Sciences and Mathematics). To deal with this, we point out some contradictions present in the perspective of teaching in and about sciences, especially in their relations with the consensual view of the Nature of Science and how these relations, by not dealing with the contradictory nature with which consensus is built, end up reinforcing and propagating a consensualist tendency. This consensualist tendency can manifest itself in several ways, one of them being through the reduction of the discussion about "scientific proof" to the "problem of demarcation", which configures a reductionism only to the purely epistemic dimension of this problem. For the development of complexification of "scientific proof", relying on the Activity Theory, we used five texts articulated in the intervention activities in the context of teacher training in land schools, allowed us to analyze how the dynamics of these activities with the students promoted this complexification, as well as discussing the importance of this in overcoming the consensualist tendency and in the development of Science Education as a tool for the development of concrete possibilities of human emancipation.