From the concept of error as failure to the idea of error as a possibility of overcoming difficulties

Abstract

Error is generally associated with the idea of failure rather than to the idea of a diagnosis to provide a basis for overcoming difficulties. The following question may be raised: How do future teachers understand error and how do they react to it? Current analysis aims at investigating the mobilizing and immobilizing potential of error for overcoming learning difficulties, based on feelings derived thereby. The qualitative approach research was foregrounded on a case study and involved students from the Pedagogy course in a public university from the northern region of the state of Paraná, Brazil. Data were retrieved by pictorial representation and by reports. Thematic content analysis established similarities between the 23 drawings forwarded and locate prevailing aspects in the reports. Feelings on error, such as anger, frustration, fear and anguish, were predominantly negative and immobilizing. Only four participants showed that error is a moment for reflection and triggers the idea of overcoming difficulties. In other words, error may be seen as a mobilizing factor for actions.