The Development of Science Education Research in Brazil and Contributions from the History and Philosophy of Science

Over the last 50 years a new research area, science education research, has arisen and undergone singular development worldwide. In the specific case of Brazil, research in science education first appeared systematically 40 years ago, as a consequence of an overall renovation in the field of science education. This evolution was also related to the political events taking place in the country. We will use the theoretical work of Rene Kaes on the development of groups and institutions as a basis for our discussion of the most important aspects that have helped the area of science education research develop into an institution and kept it operating as such. The growth of this area of research can be divided into three phases: The first was related to its beginning and early configurations; the second consisted of a process of consolidation of this institution; and the third consists of more recent developments, characterised by a multiplicity of research lines and corresponding challenges to be faced. In particular, we will analyse the special contributions to this study gleaned from the field known as the history and philosophy of science.

The Rechtslehre doctrine and Kant's philosophy of history

The text is divided in two phases. In the first phase, consisting of three parts, the main concepts of Kant's Doctrine of Right are considered in a comprehensive approach related to: the issue of the relations between natural right and positive right, problem closely connected to that of the relations between natural state and civil state, private right and public right; to the doctrine of property and its connection with political right. on treating the right in its several types, we intend to appoint the practical reasoning as a background of the Doctrine. In the second phase, concerning its last section, the consideration on the presence of the practical reasoning into the right is placed before some specificities of Kant's phylosophy of history, with the intent of establishing the possible relation between Rechtslehre and that philosophy.

Humanization of health care: a reflexive theoretical essay based on the philosophy of Emmanuel Lévinas

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

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

What are Scientific Leaders? The Introduction of a Normalized Impact Factor

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Structuralism and the Applicability of Mathematics

In this paper I argue for the view that structuralism offers the best perspective for an acceptable account of the applicability of mathematics in the empirical sciences. Structuralism, as I understand it, is the view that mathematics is not the science of a particular type of objects, but of structural properties of arbitrary domains of entities, regardless of whether they are actually existing, merely presupposed or only intentionally intended.

Dynamics of change of mathematics education in Brazil and a scenario of current research

Mathematics education in Brazil, if we consider what one may call the scientific phase, is about 30 years old. The papers for this special issue focus mainly on this period. During these years, many trends have emerged in mathematics education to address the complex problems facing Brazilian society. However, most Brazilian mathematics educators feel that the separation of research into trends is a theoretical idealization that does not respond to the dynamics of the problems we face. We raise the conjecture that the complexity of Brazilian society, where pockets of wealth coexist with the most shocking poverty, has contributed to the adoption and generation of different strands in mathematics education, crossing the boundaries between trends. At a more micro level, we also raise the conjecture that Brazilian trends in research are interwoven because of the way that Brazilian mathematics educators have experienced the process of globalization over these 30 years. This tapestry of trends is a predominant characteristic of mathematics education in Brazil. © FIZ Karlsruhe 2009.

Ethical Care of the Self and the Teacher in the Pedagogical Relationship: Reflections Based on the Latest Foucault

Our conception of education is that it is the responsible action whereby man becomes human, trains and faces the challenges that life and the world present, as man enters a larger, shared cultural tradition and thus joins the world. However such sharing implies that we must not just rely on tradition, but remain open to new ideas. It is essential for schooling to preserve a field where the art of living intersects with the world for which future generations are being prepared. It is in this field of intersection that this essay seeks to discuss Michel Foucault's thought, care of the self and the role played by others in the acquisition of ethical attitudes pertaining to one's conduct in life. Through reconstructing Foucault's ideas, we elaborate on the hypothesis that, before morally shaping students, teaching them values, or aiding in their skill acquisition in the sense prevailing in schooling today, it is important to understand the notion of care of the self (and how the notion implies interaction with others for effective care of the self). Care of the self is vital for thoroughly understanding the relationships between ethics and education in school. We particularly examine how Foucault's ideas and his analysis of the teacher's role in shaping the student's life conduct can help educators rethink pedagogical action in an ethical sense and find within it a certain openness to the formation of attitudes in educators and students

Heating value of eucalypt wood grown on SRC for energy production

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Philosophical problem of relations according to Peirce: alliances towards an ontology of relations regarding two aspects of Synechism

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