Abstract
In general, Science is considered by society as a knowledge dissociated from its daily life. This common sense about Science is a reflection of a teaching process that does not promote discussions around this theme. Understanding the importance of these debates, teacher training programs have included disciplines of History and Philosophy of Science (HPS), aiming to prepare teachers to debate the processes underlying the construction and evolution of scientific knowledge. The present study aimed to investigate the contributions of Philosophy of Science to the evolution of the epistemological views of a preservice chemistry teachers` group at the Federal Institute of Rio Grande do Sul - Campus Pelotas Visconde da Graca. Three questionnaires were applied and analyzed following the methodological guidelines of the Textual Discursive Analysis. The results indicate that there were evolutions towards absolutist views of Science. Understanding the importance of a relativistic view for a sociocultural understanding of Science, we consider to be relevant its deepening in the HFC discipline, as well as in the specific disciplines of the course.
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