Filosofia da história no direito natural do brasil império

Pós-graduação em História - FCHS

Comportamento fenológico da liana Pyrostegia venusta (Ker Gawl.) Miers (Bignoniaceae) em área de cerradão na Estação Ecológica de Assis, SP.

Brazilian cerrado is characterized by an evident seasonality with distinct dry and wet seasons. Pyrostegia venusta is a common vine found in different physiognomies of the Cerrado. The species may present characteristics that allow its adjustment to the seasonal cycles. The phenology of vegetative and reproductive events was studied for this species in 2004 and 2005. The objective was to verify which climatic factors determine the phenological patterns observed in the species. Flowering was inversely related to mean temperatures and to the length of the day, while fruiting was inversely related to the photoperiod and directly related to the mean wind velocity. Seed dispersal was directly related to wind speed. As a consequence, flowering occurred at the end of the rainy season, close to the winter, and was prolonged until the end of the dry season. Fruiting and fruit maturation occurred during the dry period, with the seeds being dispersed at the end of this period. The seed dispersal at the end of the dry season, common to other anemochoric species of cerrado, allows a rapid germination at the beginning of the wet season, favoring the species propagation in this environment.

A filosofia como modo de vida em foucault

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Arte e filosofia como disciplinas das multiplicidades: problema filosóficos e problemas estéticos em interferência intrínseca, segundo Deleuze

The most challenging Deleuze/Guattari’s lesson regar- ding art is that it is an autonomous way of thinking and bears of no lack relatively to philosophy and science. In fact, creating artistically is thinking. Throughout this article, I will try to show that art and philosophy are autonomous modes of thinking, as far as the statute of their creations is multiplicity. The multiplicity that characterizes philosophy is concept; the multiplicity that characterizes art is sen- sation. Both of them have their multiplicity character guaranteed by the instance of the problems, to which they are solutions. The most important is that the problems although independent constitute in- terference channels through which two modalities of meeting could happen. First, sensations point out how could a thinker endures in the instance of problems, avoiding both to deprive the concept and to fall in philosophical illusions. In second place in the instance of the problem philosophy and art exchange, so that either a thinker takes an art sensation and extracts from it its generating problem to be philosophically solved or, vice-versa, an artist takes a concept and solves its problem creating new art sensations.

A noção de esquema corporal na filosofia de Merleau-Ponty: análises em torno da 'Fenomenologia da Percepção'

The Throughout the work of Merleau-Ponty, besides philosophical concepts and images of his thinking, some theoretical-anthropological devices exist that reveal his approximation of human sciences. That is the case of the notion of body schema. Interested in discussing the role the critical development of this concept may have played in the passage from the first phase of his work to the period when the philosopher finds himself able to outline a new ontology, in this paper, we study the presence of the body schema notion in the Phenomenology of perception. We show that, in this book, Merleau-Ponty unsubstantiates the notion under analysis which, from a cognitive core that organizes our bodily experience, turns into the expression of our body parts’ mutual permeability, but also of the body’s permeability towards the world and other people.

O lugar e a especificidade da educação na filosofia prática de Kant

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Filosofia para crianças: do desenvolvimento das habilidades do pensar bem à formação de atitudes

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Tecnologia da informação, discurso e poder: análise de domínio a partir do conceito de exclusão digital na perspectiva da teoria centro-periferia

Pós-graduação em Ciência da Informação - FFC

A importância da negatividade hegeliana para o pensamento dialético de Herbert Marcuse: o legado da filosofia da história

Pós-graduação em Filosofia - FFC

Análise técnica, econômica e ecológica do uso de biogás em célula a combustível de óxido sólido (SOFC)

Pós-graduação em Engenharia Mecânica - FEG

O ensino de filosofia no Brasil: a sua formação discursiva no contexto universitário de 1930 a 1968

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

As concepções de função de Frege e Russell: um estudo de caso em filosofia e história da matemática

Pós-graduação em Educação Matemática - IGCE

Técnicas intervencionistas de recuperação ecológica em áreas florestais e influências nas características físicas, químicas e isotópicas dos solos

Pós-graduação em Engenharia Civil e Ambiental - FEB

História e Filosofia da Biologia como ferramenta no ensino de evolução na formação inicial de professores de Biologia

By establishing a relationship among several sections of Biology, the theory of the evolution enables a more systemized and less fragmented education of this science. However, students seem to have difficulties of understanding the concept of biological evolution, by virtue of misunderstanding conceptual and historical data present in textbooks, among other causes. One of these mentioned distortions is the shock between Lamarck and Darwin’s ideas. We aimed, in this work, to investigate the understanding of Biology’s students in pre-service teachers education concerning the Lamarck and Darwin’s theories at different moments of the Evolution discipline. For this, some steps had been followed: 1) Verification of the previous conceptions; 2) Elaboration of a pedagogical material, containing diverse historical texts of primary and secondary sources; 3) Debates in two didactic modules, using the pedagogical material elaborated; 4) Analysis of the conceptions constructed by the students, from the didactic intervention. The results obtained show the preconceptions of the students interviewed, concerning the Lamarck and Darwin’s theories, resemble the explanations presented in textbooks and the insertion of historical texts in the Evolution lessons can be an interesting strategy to construction of knowledge of this theme