Saberes e práticas em experiência de construção da sustentabilidade no meio rural nordestino

The purpose of this work is to analyze the knowledge relationships that articulate in projects of maintainable rural development construction for the paraiban semi-arid, analyzing the farmers daily practices and their relationship with the technological practices spread by ONGs. We took as empirical object the rural community of Lajedo de Timbaúba, municipal district of Soledade-PB, located in the very small region of paraiban Curimataú. It is a community where registers one of the first cases of maintainable rural development planning in the state of Paraíba. The analysis was centered on the farmers experiences of life in sustainability experience, trying to understand how they acquire new knowledge and how they interact with them. In methodological terms, it was considered feasible to place the knowledge interaction between the farmers and technicians from ONGs by placing the analysis according to Paulo Freire s questioning (2006): extension or communication? To understand the farmers daily practices, it was resorted to the theoretical contribution by Michel de Certeau (2008) in order to discern a microresistance movement of inversion/rejection/changing by the farmers in relation to their external knowledge. Just from the theoretical point of view and resorting to the imaginary social by Cornelius Castoriadis (1982), it was considered the way of living of the farmers researched, having as reference the experience in the material and symbolic production of their lives. It became indispensable, therefore, not to dissociate the knowledge relationships between farmers and technicians from ONGs from the sustainability concepts, maintainable rural development, and rural extension. The results of the study revealed that the farmers from Lajedo de Timbaúba while dealing with the technological practices proposed by ONGs that work in the community, express those practices from their daily logic, and they constitute them in survival strategies that are inserted in their own idiosyncrasy. It was verified, therefore, that the external knowledge presented by the proposals of sociability alternatives with the droughts in the perspective of maintainable development while placed in the farmers daily relationship, they are judged as advantageous or disadvantageous when they are confronted with their peculiar way of doing their daily work. The technological practices are incorporated, denied, or recreated starting from evaluative criteria related to the preservation of the soil and to the economical and social reproduction of the unit of production of family agriculture

Saberes e práticas etnomatemáticas na carcinicultura: o caso da Vila de Rego Moleiro-RN

This study addresses issues related to the mathematical knowledge and practices of the workers of carcinoculture (shrimp farming), associating such knowledge and practices to the conceptual aspects and the academic mathematical language. Our central aim was to investigate and discuss such knowledge and practices in order to contribute towards having the members of this group reflect upon their own working practices. The investigation took as reference the ethnographic research approach during observations and interviews, as well as the analysis and interpretation of the existing cultural aspects on the use of Mathematics in the shrimp farmers daily activities, thus composing the four chapters of this dissertation. Initially, the local-regional context was set in the area where the workers of the shrimp farm reside, also describing our methodological options. After that, the kind of work that was carried out is explained through a brief history of the shrimp-farming activity, including a short discussion on the environmental impacts that result as a consequence of shrimp-farming. We then discuss some theoretical and practical aspects of the Ethnomathematics while field of study and research. At that moment, we make a reflection upon the different kinds of Mathematics, especially stressing the kind of Mathematics being taught in Schools and that being put to practice by identifiable cultural groups. With that in mind, we show the investigated knowledge and practices e some possible systematizations accomplished during the study. In the end, we point out some conclusive propositions based on the implications of our study towards the development of an educational process within the local communities, considering a possible use of the results and conclusions of this study in the classroom activities

O sindicato como espaço de construção da profissão docente

This work examines the connection Syndicate/teachers profession trying to unveil the important role taken over by the Syndical movement in the process of professionalization of the militant teachers. For that, it describes and analyses the historical course of three Syndicates representatives of the teachers category Associação dos Professores Licenciados da Bahia APLB; Sindicato dos Trabalhadores em Educação de Pernambuco SINTEPE; Sindicato dos Servidores Municipais de Petrolina SINDSEMP acting in the micro-region of the San Francisco Valley, especially, in the municipalities of Juazeiro Bahia , and of Petrolina Pernambuco. It concentrates its interests on the contribution of the Syndicates for the professional development of these teachers in this region analysing the aspects related to emerging conflicts into the Syndical organization, to the attitude of these entities before the educational reality to their reinvindicative struggles to the formative dimension of the group actions. This study tries to answer the following questions: How has this syndical movement of teachers of state school of S. Francisco Valley been characterized? How do their actions reflect in the formation and professionalization of the teachers? Do teachers recognize the syndicate as a constructive space for the teaching profession? The methodological trajectory was directed through a qualitative approach of an etnomethodological character, using instruments for the understanding of this reality, The treatment of the data was based on the interpretative analysis of the speeches present in documents and through answers of the interviwees, having as a reference in this analysis the theoretical studies about syndicalism and the teacher professionalization. For a conceptual construction of this work it was studied these two categories from their genesis, from the social historical evolution of their concepts and the up to date discussions that give explanations about the teachers syndical movement and about the process of teachers professionalization. As thesis of this study it was defended the idea of that the teachers syndicates have contributed expressively in the process of the construction of the teacher profession of the militant teachers of this in the micro-region of the S. Francisco Valley. Once the teachers participate actively in this movement promoted by the syndical entities, the teachers develop the critical sense of the educational realty; improve their formation and reinvindicate from the State this condition as a Right; fight for better conditions in the work; reinvindicate the salary valuation and, try to construct an image of teacher basing on a professional model. The contribution of the Syndicate in the process of teachers profissionalization, is more evident in its external dimension that chacterizes the profissionalism, on the related aspects: to the forms of participation in the definition and the management of the educational politics; to the political struggles for the achievements of the professional status, to the recognition and of his eventual valuation. The syndical actions have repercussions with less intensity in the inside dimension that defines the profissionality, in the related aspects: to the administratation of the pedagogical processes in schools and in the classroom; to the acquisition of branches of knowledges; to the epistemological criticism of the acquirements mobilized in the teaching; the curricular question to the mediation that make possible the learning at school and in the classroom

O aluno surdo em classe regular: concepções e práticas dos professores

Le texte se rapporte à une recherche sur les conceptions d enseignants concernant l inclusion scolaire d élèves sourds , et leurs ralations avec les pratiques qu ils développent dans les classe régulières. Elle a été conduite dans une école publique régulière appartenant à la commune de Assu RN, et dont le choix méthodologique a été une approche qualitative, du genre ethnographyque. La construction des données devient d un processus d observation, de l application d entretiens demi-structurés et de l analyse de documents, ayant pour sujets quatre enseignants des années initiales de l enseignement fondamental. L apport théorique de base a été la théorie socio-culturelle proposée par Vygotsky (2003 ; 2005), censée traduire la compréhension de l homme dans sa dimension historique et culturelle, et mettre en évidence l interaction sociale en tant que condition pour le développement des individus. Les données font connaître que les enseignants sujets de la recherche sont favorables à l inclusion scolaire des élèves sourds dans les classes régulières, néanmoins soulignent le besoin d un changement à l école pour que l inclusion devienne une réalité. Les enseignants sont d avis que l apprentissage des élèves sourds se fait d une façon qui met trop de temps, moyennant l utilisation de recours spécifiques, tels que l usage du langage des signes (Libras). Ils signalent les difficultés qu ils doivent faire face quand il s agit de travailler pédagogiquement avec ces élèves dans le quotidien, telles que : manque d un travail collectif à l école ; besoin d une formation spécialisée ; démonstration de sentiments de peur, ou préjugés de la part de quelques uns du personnel de l école , tout celà interférant directement dans leurs attitudes et leurs actions faces aux élèves ; manque d appui des instances administratives de l école ; absence de politiques consistentes pour guider l éducation sous un regard inclusif. Quant aux pratiques pédagogiques développées à l école, la recherche laisse voir que, par rapport à la présence des élèves sourds, très peu d adaptations y ont été introduites, d où se dégage que la planification des actions éducatives à l école se tourne, prioritairement, vers les élèves qui écoutent, c est-à-dire, vers un groupe apparemment homogène. On a constaté, en plus, qu il n existe pas à l école aucun professionnel habilité pour l établissement d un processus de communication avec les élèves sourds. Malgré ces difficultés, les enseignants avouent, quand même, que travailler avec ces élèves rapporte toujours des bénéfices, tels que la collaboration et le respect mutuels chez les élèves, l acquisition de nouveaux savoirs et l amélioration de la pratique pédagogique des enseignants

O outro diálogo: uma compreensão do diálogo interno

This thesis aims to enable a wider comprehension on thought operation as well as suggest alternatives for the formation of reflexive, critical, autonomous and creative individuals. The research defends the idea that it is possible for an individual to develop vigilant attention that makes thought flexibilization and change in the course of action, possible. This operation is called Internal Dialogue and is essentially characterized by a continuous openness towards novelty and learning. This makes it possible to minimize the usual way thought operates, in a automatic fashion (automatism). The research was based on theoretical references and ideas of David Bohm (1989;1994;2005) and Michael Polanyi (1983). The main emphasis was the understanding that a crisis situation enables awareness and state of alert that favors a more flexible thought pattern (Aragão Gomes, 1994, 1997). The methodology used was presentation and analysis of these moments through autobibliographical records with indication of crisis on behalf of the subjects. Other criteria were also used that enabled the composition of the analyzed material such as the fact that: the subjects were public and real, the data was available through accessible material; the subjects identified themselves as in crisis; these crisis were of varied kinds; they had different social, cultural and professional profiles. Thus, three auto-bibliographical elements were selected: the Infidel: the story of a woman that challenged Islam (2007), written by the political Muslim author Ayaan Hirsi; Still me: memories (2001), of the actor Christopher Reeve as well as Confessions of a Philosopher (2001), by the philosopher Bryan Magee. In these books an analysis was made related to parts that stated action an though operation that express internal dialogue. These were organized into categories that were pointed out as relevant for the identification of internal dialogue such as: Perceptions of physical reaction; emotions, beliefs and issues, individual actions, self judgment and thought, self questioning, comprehension, observation and empirical investigation, perception of the changes they performed in the world, escape of conditioning as well as action that resulted in new meaning. The analysis performed reinforces our goal once it sated that internal dialogue is an important tool that allows thought awareness, minimizing common automatism and making consciousness possible as well as favoring the occurrence of critical and reflexive thought. Thus, final considerations deal with the need for the development of teaching methodologies that address internal dialogue as a counterpoint to the many daily action that reinforce the automatism of thought

Corporeidade e humanescência na fonte dos saberes da vida: a formação de professores que valoriza o ser

The present study comes from inquietudes of an investigative posture assumed by a Physical Education Graduation Professor, before her educative action with undergraduate teachers. The research was done with 16 (sixteen) Kindergarten and Elementary School teachers, who teach at public schools. The referred teachers are undergraduate students of the Graduating Normal Course at Superior Educational Institute President Kennedy, in Natal/RN. The analysis and discussion of the intertwining of knowledge, within the four Pillars of Education, at the Fountain of Knowledge , is a metaphor, especially created for this study, as for its epistemological and methodological structure, guiding all the investigative process. It provided to show up the repercussion of bathing and drinking these humanizing waters of a pedagogical practice that values the Being, aiming his self-transcendence. The conclusions obtained were the following: 1) The professor, while bathing himself in the Fountain of Life Knowledge, reflects his personal and professional life, recalling feelings and emotions that through time were forgotten, but as they were remembered and lived again, impulse people towards humanity. 2) While bathing himself at the Fountain of Life Knowledge, the professor realizes he is awoken to humane knowledge, caring about his practices, which he develops in the classroom. Practices he considers the learning of knowing, of doing, of living together, and of learning how to be, having and integrated form on the Being. 3) When the worries about the developing of the Being exist coming from the undergraduate teacher there is a practice the shows up the web of corporeity knowledge knowing how to play, how to create, how to feel, how to think, and how to humanize. 4) The presence of the professional of Physical Education, with knowledge and experience of the budgets of corporeity, is essential in the process of graduating the Kindergarten and first years of Elementary School undergraduate teacher, for he, the former, has a huge responsibility as to the learning and developing of the educational process the humanizing developing of the Being In a proposal of education that occurs through the whole life. 5) The Professional of Physical Education has positions to conquer, for the existent gap in the educational process, as for the understanding of the body and of corporeity in the perspective of totality, urges to be modified in name of another mankind, with full humanity

Compor e educar para descolonizar

Industrialization, accelerated urbanization, increased material wealth, expansion of the consumer society, incentive to competition and environmental degradation represent multiple dimensions of the development existing in Brazil over the last forty years. Upon reflecting about this process, this thesis is based on the understanding that eagerness for development is indicative of the existence of a self-colonized imaginary, as Serge Latouche says, among considerable portions of Brazilian people. Understanding that art creates a deeper and truer knowledge on the essence of the world, according to the comprehension announced by Arthur Schopenhauer, I point out that Brazilian composers, upon seeing beforehand the symptoms of the evil of civilization expressed under the sign of development, spread ideas which poetically decolonize our imaginary. Being convinced that we can and must get out of the line, invent new ways, announce a forbidden knowledge, discuss implausible hypotheses, unfinished ideas, as Maria da Conceição de Almeida states, I present the notion of DESdesenvolvimento as a cognitive operator which potentializes the imaginary decolonization revealed by several songs by Brazilian composers

A Fogueira do conhecimento: religação de saberes e formação

Les récits sur les expériences de vie se constituent en apprentissages signifiants dans le processus d´ auto-formation des éducateurs. La formation est un phenomène qui extrapôle l ambiance scolaire, incluant les expériences qui servent de matrice pour la construction de la connaissance au long de la vie. Dans cette perspective, «la connaissance de soi», telle quelle proposée par SOUZA, NOVOA et JOSSO, est la notion centrale au tour de laquelle se développe cette dissertation. La recherche a comme idée principale transposer pour la realité des professeurs l´exercice reflexif de son enseignement, médiant la redécouverte de ses expériences de vie, a travers des histoires de soi que, potentialisés, peuvent transformer ses pratiques dans la classe scolaire. Je prends comme point de départ mes propres expériences comme éducatrice assumant la conviction de la indissociation entre sujet et objet de la connaissance, comme propose Édgar Morin pour parler de la science de la complexité. Je fais aussi l´usage des récits de six professeurs du réseau publique de l enseigment, révélateurs de la construction de la connaissance appuyée dans la cohérence de la praxis pédagogique avec son mode de comprendre et sentir le monde. Les oeuvres «Mes Démons» d Édgar Morin, «O Tempo e Eu» de Luis da Câmara Cascudo et «O Banquete dos Deuses» de Daniel Munduruku, ont élargit le champs des récits d expériences que se constituent en matrices des processus de formation. Le travail avec les récits de formation démontrent qu´à partir de la réflection du sujet sur sa propre expérience, il est possible de se projéter des nouvelles configurations de la connaissance tenant comme base, la reliaison entre vie, idées, et pratiques pédagogiques. À partir de la métaphore du bûcher il est possible de se comprendre la force de combustion des expériences de vie dans la formation des enseignants

Frankenstein, o prometeu moderno ciência, literatura e educação

À partir des études de l'anthropologue Bruno Latour, dans lesquelles on montre l'importance de la rhétorique et des stratégies institutionnelles dans la fabrication des vérités scientifiques; des hypothèses concernant la nature ambiguë des sciences dressées par Isabelle Stengers et des idées d'Edgar Morin sur la nécessité de combattre la pensée fragmenteuse et de relier culture scientifique et culture humanistique, la thèse aborde la relation de l'homme avec ses artefacts, le défi des descriptions des phénomènes et de leurs propriétés, du dialogue entre les humains et les plusieures dimensions de la matière, et de la responsabilité qui devrait venir avec tous les progrès scientifiques. Victor Frankenstein, sa créature, Brown-Séquard et la testostérone synthétique, sont des acteurs qui aident à composer le panorama cognitif de la recherche qui étend les limites de la science et du social au collectif de non-humains et revendique une réforme de la pensée et de l'éducation que les inclut

A educação da mulher em Lima Barreto

Lima Barreto has built an educational conception of women in his fictional productions despite nuances inciting scholars to debate his writings and label him as misogynist and philogynist. Thus, the objective of this study is to comprehend, through signs present in his literary works, how women used to be educated in early twentieth century to accomplish the historical differences in gender relations. The main reason for this extract is the periodicity of his publications that started in 1900 by means of chronicles in newspapers and ended in 1922 after his death. For this, we identified codes and rules forged in the social processes to be assimilated by children through diverse institutions, aiming to incite the production of behaviors and social practices represented by the existence men and women in an ever changing society. Gender relations are analyzed within a society for their configuration concept by Nobert Elias (1970) as interdependence bonds among individuals. An investigative method proposed by Ginzburg (1989) was the most adequate to conduct the research on the work of Lima Barreto because it enables us to reconstruct the education concept for women. The dramas and novels analyzed point out the construction of categories such as women education, family, love and seduction revealing the engagement of Lima Barreto with the social problems of the period investigated. It was concluded that gender differentiation has come from family education which kept men and women in opposing sides giving them a marriage perspective that, after consummated, would bring frustration to women causing them to adopt confronting practices against domination strategies through celibacy or adultery. This research constitutes a reflection based on determined representations like justice, respect and duties that were the ideas defended by Lima Barreto in his writings, concerning both broader situations in social life and particular gender relations

Adelle de Oliveira: trajetória de vida e prática Pedagógica (1900-1940)

This work analyses pedagogical practices of Adelle Sobral de Oliveira, from 1900 to 1940, in order to notice how her performance as educator and administrator took place in Externato Angelo Varela in the Rio Grande do Norte city of Ceará-Mirim within a time in which the public teaching started to be considered modern in the State. Adelle was a self learner who developed an important role as a mentality mentor of a generation in the region. As the research corpus we have taken the five Reading Books written by Felisberto de Carvalho used by Adelle in her Externato, interviews with her ex-students and researches in the newspapers of her time, in the Public Archives and in the Historical and Geographic Institute of Rio Grande do Norte, and also in the governors messages, Education Department documents such as laws, and government decrees and acts. It was also taken as a research font the Publich Archives of Ceará-Mirim. The aim of this PhD thesis is understand the primary instruction spreading and modernization in the countryside of Rio Grande do Norte, which began with her teaching pedagogical practices. The research results show Adele Oliveira used practical and experimental modern methodological teaching methods in the subjects she taught. Due to this, in her scholar routine, she avoided physical punishment and mechanical teaching and learning strategies

Representação social do ensinar: a dimensão pedagógica do habitus professoral

Teaching is an activity inherent to the human condition. Historically, from the institutionalization of education, the key role to pursue that activity has been attributed to the teacher, who is required to adapt to the demands of each historical conjuncture. Currently, according to the new paradigmatic requirements, the teacher must possess various skills in order to handle the complex and challenging act of teaching. Assuming the existence of a gap between what the State and the scientific discourse recommend the teacher act upon in the classroom, a decision was made to identify the configuration and structure of social representation in the act of teaching, put forth by elementary school teachers in the public schools of Natal, RN, Brazil. Therefore, the research relied on the theoretical model developed by Domingos Sobrinho (1998, 2000, 2003), which articulates the praxeology of Pierre Bourdieu with the theory of social representations of Serge Moscovici (1978). It was intended to demonstrate how teachers habitus, in its due historical context, directs the construction of social representations in the act of teaching which guides the actions of the teacher, particularly in the classroom context. At the methodological level, the following methods and techniques were used: bibliographic and documentary review in order to identify the scientific discourse on the subject matter and the official parameters of educational regulation and the act of teaching; the Procedure of Multiple Classifications PMC in order to capture the configuration and structure of the representational content in focus, the direct observation of the classroom to identify in actual terms the social representation as "guide to action" as the theory preaches. From the standpoint of the analysis, quantitative data were analysed through Multidimensional Scaling MDS, covering in this study the Multidimensional Scale Analysis MSA and Smallest Space Analysis SSA; and non-parametric statiscal techniques. Additional data of qualitative value had to undergo categorical content analysis. It was then concluded that the teachers investigated guided themselves by social representation, the product of collectively constructed and shared assumptions about the act of teaching, forming a synthesis of different sources of information and knowledge acquirement, involving elements of common sense, religious habitus, pedagogic models considered outdated, the agencies responsible for teacher training and the hegemonic discourse about education today

A informática como uma ferramenta de apoio a inclusão do deficiente visual

An inclusive environment has its foundations in the belief that all people are entitled to participate, to live as normal a life as possible, without discrimination, especially in education. This is to ensure equal opportunities. For individuals with special needs, the use of computers and digital materials is not an alternative, but one of the only forms of access to information. For the visually impaired, they start from the beginning to enter the university, through the selection processes, not always accessible. For those who can, other difficulties arise, undermining the initial enthusiasm and generating a large rate of dropouts. In most cases, these students will depend on the goodwill of colleagues and volunteers for the reading of texts in the basic literature of the disciplines studied. The high cost of technology assisted allied to a lack of resources and knowledge of curricular adaptations, prevents many teachers help these students in an appropriate manner. This thesis seeks to contribute to the inclusion of the visually impaired student pointing alternatives that can help in caring education. The research was conducted specifically for the doctorate during the period 2001 to 2006, the cities of Natal, Salvador and Curitiba, and is based mainly on the methodology of action research. The objective was the construction of Virtual Teaching Support Center , structured in a Web portal that can serve as a resource to help support teachers, staff and other users concerned with the process of inclusion of people with needs special education, with the goal of assimilation of educational opportunities, with the support of resources and methods. The inclusion is for everyone because we are all different

Educar para a vida: uma pedagogia da resiliência na escola

Cet étude et thème de dissertation est devenue nécessaire a partir des inquiétudes d éducateur et des pratiques pédagogiques développées aux classes d éducation physique au tour nocturne à l École Municipale Prof. Veríssimo de Melo, dont les élèves sont des jeunes et adultes que habitent au quartier Felipe Camarão. Ces jeunes cohabitent avec le stigmate de la violence que est toujours présente dans cette communauté, située a la région ouest de Natal. On peut trouvé parmi les élèves y matriculés des trajectoires de vie interrompues par facteurs de risque comme criminalité, des adolescentes enceintes et drogues. Ces faits interférent directement avec les procès d intégration sociale et augmentent la violence, reproduisant les cycles de pauvreté et ainsi, limitant les possibilités d ascension sociale. Les résultats des procédées pédagogiques utilisées pendant les classes ont montré la nécessité d approfondir cet étude problématisant cette réalité et, incitant par les pratiques corporelles et discussion, la réflexion sur des thèmes comme facteurs de risque, temporalité, projets de vie et auto-connaissance. En profitant de l intérêt de ces jeunes pour la langage cinématographique comme une façon de mettre en ouvre ces réflexions et rapportant leur connaissance formel avec le savoir et expériences du groupe on a décidé de produire un film court de 15 minutes sur le quartier, idéalisé et produit collectivement. Pour ça, ont a réalisé 10 classes-ateliers avec les élèves qui ont été connus comme « le groupe du cinéma ». Les ateliers pédagogiques qui sont ici, au même temps, référence de recherche et procédée pédagogique, réaffirment la notion de résilience: la capacité de l individu de transformer un obstacle, une adversité ou même une tragédie personnel dans une situation positive ou comme un renfort de ce que nous avons de meilleur. Dans ce sens, cet étude peut aider les professeurs de toutes les matières, que travaillent a l école publique et que se trouvent dans ce contexte, considéré vulnérable, surtout le professeur d éducation physique. Ce travail peut aussi devenir une référence pour aborder des concepts et valeurs que nos aideront à renouveler cette vision de monde étroite et déterministe, responsable pour la reproduction des cycles de pauvreté et violence. Cet étude a été fondée sur des auteurs comme Edgar Morin, Bóris Cyrulnik et Conceição Almeida parmi d autres

Ensino de Entropia: um enfoque histórico e epistemológico.

The rational construction necessary to systematize scientific knowledge in physics, introduces difficulties of understanding in some of its concepts. One of these concepts which exemplify properly this difficulty in learning or teaching is entropy. This thesis propose the construction of a didactic route which constitute itself a historical and epistemological course to entropy, intending to contribute for teaching this concept as well as other physics concepts. The basic assumption to build this route is that through the historical review of the development of this concept in the way suggested by Bachelard s (1884-1962) epistemology it is possible to make subjects, to be taught and learned, more meaningful. Initially I composed a brief biographical note to give the reader an idea about the issues, interests and reflections, related to science, and how I dealt with them in my private and professional life, as well as the role they played to lead me to write this thesis. The strategy to construct the route to entropy was to split the usual contents of basic thermodynamics in three moments in a way they can constitute epistemological units , which can be identified by the way of thinking in the corresponding moments of scientific knowledge production: a technical and empiricist moment, a rationalist and positivist moment and a post-positivist rationalist one. The transition between each moment is characterized by a rupture with the former way of thinking; however the progress in the construction of knowledge in the area is evident. As the final part of this work I present an analysis based on elements of Bachelard s epistemology that are present in each moment. This analysis is the basic component of the didactic route that I propose myself to build. The way I made this route guide to entropy could contribute to the construction of other didactic routes in physics and other sciences, in a way to unveil hidden meanings and as a tool to humanize scientific knowledge.