A didactic reconstruction of the original presentation of Bell’s Theorem: On the Einstein, Podolsky and Rosen Paradox

Bell’s inequality, proposed in the article “On the Einstein Podolsky Rosen Paradox”, was one of the discussions that most generated controversy around the foundations of Quantum Theory, as it involved physical-mathematical aspects and also philosophical discussions about reality. The purpose of this article is to elaborate a didactic approach for the presentation of Bell’s Theorem and its implications for the development of Quantum Theory. For this, the proposal is to present the material in order to facilitate its use in a pedagogical context, initially presenting a more concrete example of what would be Bell’s Theorem, Mermin’s approach, and then, after the student has a concrete notion about the theme, to present the necessary mathematical foundations for the understanding of the Theorem and, then, an explanation of Bell’s argument. When developed in this way, Bell’s Theorem can take on a less instrumentalist character, highlighting the controversy involved in its development. By highlighting where and why certain elements are used in the derivation of Bell’s inequality, from a perspective that allows understanding the construction of theory, we seek to bring the student closer to the concepts presented and promote a better understanding of the nature of science with regard to Theory Quantum.

Keywords:
Bell’s Theorem; Didactic Reconstruction; Quantum Theory