Bachelard and critical meaningful learning: theoretical convergences and pedagogical implications

Abstract

This study examines the interrelationship between Gaston Bachelard’s epistemology and the theory of Critical Meaningful Learning proposed by Marco Antonio Moreira. Using a comparative and interpretive bibliographic analysis, the research aims to identify points of convergence between both approaches, with particular emphasis on the active construction of knowledge and the overcoming of epistemological obstacles. Furthermore, the study highlights the relevance of these perspectives in fostering a critical and reflective educational approach. The findings indicate that the convergence between Bachelard’s epistemology and Critical Meaningful Learning lies in their shared emphasis on active knowledge construction, grounded in reflection, critical thinking, and dialogical processes within educational contexts. Both theoretical perspectives, aligned with the notion of the new scientific spirit, argue that knowledge must be continually questioned, reconstructed, and contextualized.