The epistemological obstacles listed by Gaston Bachelard are configured as obstacles to
scientific knowledge and are necessary to overcome such obstacles to the formation of the
scientific spirit. Thus, this research aims to analyze energy concepts in textbooks from the
early years of elementary school through the idealization of verbal obstacle in the perceptual
bachelardiana. For this, we use elements of the content analysis, directed to the empirical
material constituted by didactic books of sciences produced for the initial years. The
analytical questions are confined to the didactic book because this is an important
pedagogical instrument, pertaining to the daily life of the classroom, that can to some extent
be considered a historical product; Thus producing idealizations and meanings. In this
perspective, didactic books present situations in which words and the manner in which they
are posed allow for the emergence of verbal epistemological obstacles. Among the various
subjects that the textbooks discuss, the discussions related to energy are among the most
significant to science education, mainly because of its unifying character. The tendency to
use the term energy in different areas makes it difficult to distinguish "everyday energy" and
"scientific concept of energy" because scientific conceptualization is treated after the use of
the word, so it is not surprising that the scientific concept Is so complex. In this way, the
difficulty with what is energy sustains the verbal obstacle that the term expresses,
specifically, with justified reasons in the analysis of textbooks that demonstrate words or
schemes that send energy to work, consumption, generation, transportation, which
Substantializes or materializes energy and can be considered as idealizations of the verbal
epistemological obstacle.
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