In this article, we conducted a literature review on how the concepts of Conceptual Profile, proposed by Eduardo Mortimer, and Epistemological Profile, developed by Gaston Bachelard, have been used and appropriated in Science Education. In its genesis, the Epistemological Profile characterized philosophical doctrines of scientific knowledge and their transformations, while the Conceptual Profile focused on the evolution of ideas and their interaction with the social and cultural context. The differences between these profiles’ propositions and their applications in the reviewed research revealed theoretical and methodological conflicts, particularly in the epistemology-pedagogy relationship. From these elements, emerges the idea that the use of these concepts has been developed with some abuses and confusion, which this text aims to problematize.
