História da ciência como estratégia didática no ensino médio: um breve olhar de conteúdos da óptica

From a critique of aspects of the current teaching of physics, we propose in this paper an investigation into the conceptions of Nature of Science (NOS) submitted by students from the high school level, as well as the inclusion of discussions about some elements of NOS, through the History and Philosophy of Science, understanding them as facilitating strategy for more effective learning of Physics and, more specifically, the contents of optics. Based on the historical period corresponding to Greek antiquity to the mid-nineteenth century, built and applied a teaching unit to a high school class at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) Ipanguaçu campus. Our teaching unit involved the reading and interpretation of texts with historical content, observation and assembling five experimental activities, among other activities. Data analysis occurred through questionnaires investigative applied before and after the completion of the teaching unit, as well as questionnaires for content present in the texts. Although not significant, the results indicated that the application of the teaching unit allowed the (re) construction of some conceptions about NOS targets students present in our work, and contribute to a better learning content and greater optical science approach and its nature

Análise textual dos discursos: responsabilidade enunciativa no texto jurídico

This investigation aims at describing, analyzing and interpreting the Commitment in Initial Petitions, which is a genre circumscribed in the judicial domain. For this purpose, we have chosen sections, facts as found and relevant law , sections of the petition, with the understanding that, in this way, respectively, the narration of events, which gives margin to the propositioning to the judicial action, and the exposition of the law that upholds the author s intention. We base our discussion on the field of Linguistics, more precisely, Textual Discourse Analysis (TDA), whose theoretical basis is derived from Textual Linguistics (TL) and Enunciative Linguistics. We foreground, particularly, the way in which the author of texts, objects of analysis, use discursive strategies that evidence ER. The relevance of this study, then, is in the formation of a critique of the judicial text, as it conceives of a dialogical approach to the point of view, raising not only questions about the way in which a linguistic instance conceives an object of discourse, but also considering questions of language inherent to technical writing and, in this aspect, contributing to the work of those operating in Law about the many ways ER is formed in the body of a petition. We selected two categories to analyze that, according to Adam (2011), characterize the degree of ER in the textual material of the propositional enunciations: the different types of representation of speech and the indications of profile of mediators. In this sense, with this task as an objective, we base our study regarding point of view on Rabatel (2003, 2009a, 2010) with relation to the enunciative approach, including the study of PDV in polyphonic and dialogical theoretical framework to study the ER from different types of speech representations that conceive forms of transmission of discourse and the role of the enunciating subject, mainly the responsibility and the prerogative by the propositional contents. In the same way, intending to study the indications of the mediator profiles, we observed the postulations of Guentchéva (1994, 1996), which develop the notion of mediative grammatical categories, of which permit the linguistic marking of distance and engagement of the enunciator with regard to the information expressed. The methodology we adopted was based on qualitative research, of an interpretive and introspective nature, in light of the fact that his study focuses on processes and strategies underlying language use. The corpus of the research is comprised of Initial Petitions, which gave rise to actions originating in the Civil Court of Currais Novos County RN. The data analysis shows that an object of discourse is always perspective oriented and presents the point of view of one or more enunciators. Consequently, the producer of a text, using the PDV of other enunciators, influences and establishes the argumentative orientation of the text. In the same way, it evidences the relevance of the use of mediated constructions in the judicial text, as they function as strategies attenuated to the responsibility of the producer of the text with what is said, and at the same time points to a discourse of authority through the entrance of the sources of law. Moreover, it reveals the documental and international importance of this practice, at the same time that it exposes the compositional and normative difficulties with regard to legal and linguistic aspects

Os argumentos transcendentais: kant e o problema de hume

This work whose title is "The transcendental arguments: Kant Andy Hume's problem" has as its main objective to interpret Kant's answer to Hume's problem in the light of the conjunction of the causality and induction themes which is equivalent to skeptical- naturalist reading of the latter. In this sense, this initiative complements the previous treatment seen in our dissertation, where the same issue had been discussed from a merely skeptical reading that Kant got from Hume thought and was only examined causality. Among the specific objectives, we list the following: a) critical philosophy fulfills three basic functions, a founding, one negative and one would argue that the practical use of reason, here named as defensive b) the Kantian solution of Hume's problem in the first critisism would fulfill its founding and negative functions of critique of reason; c) the Kantian treatment of the theme of induction in other criticisms would will fulfill the defense function of critique of reason; d) that the evidence of Kant's answer to Hume's problem are more consistent when will be satisfied these three functions or moments of criticism. The basic structure of the work consists of three parts: the first the genesis of Hume's problem - our intention is to reconstruct Hume's problem, analyzing it from the perspective of two definitions of cause, where the dilution of the first definition in the second match the reduction of psychological knowledge to the probability of following the called naturalization of causal relations; whereas in the second - Legality and Causality - it is stated that when considering Hume in the skeptic-naturalist option, Kant is not entitled to respond by transcendental argument A􀁴B; A⊢B from the second Analogy, evidence that is rooted in the position of contemporary thinkers, such as Strawson and Allison; in third part - Purpose and Induction - admits that Kant responds to Hume on the level of regulative reason use, although the development of this test exceeds the limits of the founding function of criticism. And this is articulated in both the Introduction and Concluding Remarks by meeting the defensive [and negative] function of criticism. In this context, based on the use of so-called transcendental arguments that project throughout the critical trilogy, we provide solution to a recurring issue that recurs at several points in our submission and concerning to the "existence and / or the necessity of empirical causal laws. In this light, our thesis is that transcendental arguments are only an apodictic solution to the Hume s skeptical-naturalist problem when is at stake a practical project in which the interest of reason is ensured, as will, in short, proved in our final considerations

Reflexões sobre a formação clínica fenomenológico-existencial na era da técnica

Phenomenology is the focus of this study for its critique of the limits of positivist science, which guides most of the fields of study including Psychology. The clinical formation process in Psychology courses is especially difficult for students-interns who adopt phenomenology as their clinical framework. Such difficulty is due to the incompatibility between theory provided in Psychology courses a science traditionally based on paradigms of scientism , and the theoretical-methodological proposal adopted by the aforementioned approach. As a backdrop for our study, we carefully examined the thought of philosopher Martin Heidegger, especially the Era of Technique. This contemporary technicism society was studied so that we could understand the socio-cultural status where this formation lies. Thus, we questioned if this panorama upon which Clinical Psychology rests favors the development of a phenomenological attitude and a special look at the meanings of existence, as defined in phenomenological clinical practice. Knowing such limits, our research aimed at understanding the experience of formation of clinical psychologists who take part in internships in the field of phenomenology-existentialism. Such study was, then, a phenomenological-hermeneutic research based on Heideggerian ontology and used a semi-structured interview as access tool. Six students of the UFRN higher-degree Psychology course who were doing their supervised internship in clinical psychology and the referred approach took part in this research. The research revealed that the phenomenological-existential formation phase opens a door to discoveries on the part of the intern that transcend the dimension of the other, for they show a self disclosure while a person in the word. Despite the initial discomforts caused by the course curriculum itself and by the freedom for clinical practice, so characteristic of phenomenology, the narratives demonstrate that such difficulties may start a process of search for new meanings, which show a search for sharpening their practices and for a path in balance with the existence of the other

A critica behaviorista de W. O. Quine

O artigo comenta a crítica comportamental quineana da semântica e da epistemologia. Quine pretende, com esta crítica, ter produzido contribuições significativas para a clarificação de umas tantas noções, entre elas a de observação, ou de sentença observacional, tema este que é apresentado detalhadamente. É examinado, também, o papel exato da chamada tese Duhem-Quine na rejeição, por Quine, da doutrina das proposições.

Notas sobre o esquematismo na Crítica da Razão Pura de Kant

Trata-se de uma abordagem introdutória à doutrina do esquematismo, segundo o contexto de seu surgimento na Crítica da Razão Pura.

Imagens do materialismo nos contos de Voltaire

Os contos filosóficos de Voltaire organizam-se a partir de dois pólos de reflexão: de um lado, a discussão sobre a noção de uma providência divina benfeitora, e, em alguns casos, mais precisamente, sobre o otimismo leibniziano; de outro, a polêmica em torno do materialismo ateu. Procuramos demonstrar de que modo, através de situações e personagens dos contos voltaireanos, a crítica das teorias providencialistas contribui para delinear o universo próprio dos conceitos do materialismo clássico.

Notas sobre Siegfried Kracauer, Walter Benjamin e a Paris do Segundo Império: pontos de contato

Trata-se de mostrar a originalidade crítica de Siegfried Kracauer diante da experiência da modernidade estética e de discutir as afinidades estético-teóricas de Kracauer e Benjamim ao analisar a Paris da segunda metade do século XIX, o Segundo Império, em particular, como fenômeno originário da sociedade de massas, da indústria cultural e do entretenimento e, sobretudo, do nazi-fascismo. Kracauer durante seu exílio parisiense (1933-41) escreveu uma biografia da sociedade: Jacques Offenbach e a Paris de sua época (Jacques Offenbach und das Paris seiner Zeit). Obra inovadora pelo seu enfoque da história do presente e com pontos de contatos com a Obra das Passagens (Passagen-Werk) ou Paris capital do século XIX de Walter Benjamin.

A formação humana na perspectiva histórico-ontológica

O tema da formação humana está no centro da filosofia da educação, cujo objeto é precisamente o processo de promoção humana levado a efeito pela educação. A partir da vigilância crítica, própria da filosofia, o texto esboça uma fenomenologia da época atual, constatando que as ideias atualmente hegemônicas na educação se centram na crítica à razão e às noções de verdade e de objetividade. A esse neopragmatismo que, na tentativa de opor-se à metafísica, acaba por ser profundamente metafísico reduzindo tudo à linguagem, os autores contrapõem o pensamento de Marx como uma filosofia historicizadora em que estão em causa não os sujeitos abstratos, mas os indivíduos reais, sujeitos históricos que se constituem como síntese de relações sociais. Para tanto, recorre-se à reflexão histórico-ontológica sobre a formação humana contida nos Manuscritos econômico-filosóficos de 1844, de Marx. O artigo conclui com a defesa da tese de que o acesso aos clássicos é condição necessária para a formação humana.

Trabalhando com estratégias de ensino-aprendizado por descoberta na área da saúde: a problematização e a aprendizagem baseada em problemas.

Considering the changes in teaching in the health field and the demand for new ways of dealing with knowledge in higher learning, the article discusses two innovative methodological approaches: problem-based learning (PBL) and problematization. Describing the two methods' theoretical roots, the article attempts to identify their main foundations. As distinct proposals, both contribute to a review of the teaching and learning process: problematization, focused on knowledge construction in the context of the formation of a critical awareness; PBL, focused on cognitive aspects in the construction of concepts and appropriation of basic mechanisms in science. Both problematization and PBL lead to breaks with the traditional way of teaching and learning, stimulating participatory management by actors in the experience and reorganization of the relationship between theory and practice. The critique of each proposal's possibilities and limits using the analysis of their theoretical and methodological foundations leads us to conclude that pedagogical experiences based on PBL and/or problematization can represent an innovative trend in the context of health education, fostering breaks and more sweeping changes.

Financial repression and the Latin American finance pattern

Includes bibliography

O romance-projeto: um estudo de Lucinde (1799), de Friedrich Schlegel

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Lukács e os limites histórico-ontológicos da sociologia como disciplina do período de decadência ideológica burguesa

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Poder e violência: Hannah Arendt e a Nova Esquerda

Pós-graduação em Ciências Sociais - FFC

A representação do ato de ensinar: continuidades e rupturas da concepção de ensino na pedagogia tradicional, na psicologia histórico-cultural e na pedagogia histórico-crítica : uma análise a partir das teses e dissertações no Portal da CAPES

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