Ciência econômica e modelos de explicação científica: retomando a questão

Economic science and scientific explanation models. Economics was born under the sign of methodological vagueness. The first author who tried to solve the question (John Stuart Mill) asserted that it is a kind of knowledge that uses the abstract (direct deductive) method but also that it is an exception because for all other phenomena in the field of moral science the correct method is the inverse deductive or historical method. On the other side, functionalist explanations that are condemned by the scientific precepts of economics are present in the science since its beginning with Adam Smith. Economics went ahead without worriment about these methodological issues but this indefiniteness has never gone off stage. Since the start of XXI century new facts are emerging. Developments in Psychology are giving a new breath to Friedman's point of view and seem to fortify the mainstream (Rogebert e Nordberg, 2005), whereas unfolding in complexity science promises to throw it down and put in its place another kind of explanation borrowed from Biology (Beinhocker, 2006). All this stimulates to retake the question. We do this here, under a critical vision, taking the taxonomy of scientific explanations framed by modern positivism.

Gênero, saúde materna e o paradoxo perinatal

Nos últimos 20 anos, houve uma melhoria de praticamente todos os indicadores da saúde materna no Brasil, assim como grande ampliação do acesso aos serviços de saúde. Paradoxalmente, não há qualquer evidência de melhoria na mortalidade materna. Este texto tem como objetivo trazer elementos para a compreensão deste paradoxo, através do exame dos modelos típicos de assistência ao parto, no SUS e no setor privado. Analisaremos as propostas de mudança para uma assistência mais baseada em evidências sobre a segurança destes modelos, sua relação com os direitos das mulheres, e com os conflitos de interesse e resistências à mudança dos modelos. Examinamos os pressupostos de gênero que modulam a assistência e os vieses de gênero na pesquisa neste campo, expressos na superestimação dos benefícios da tecnologia, e na subestimação ou na negação dos desconfortos e efeitos adversos das intervenções. Crenças da cultura sexual não raro são tidas como explicações 'científicas' sobre o corpo, a parturição e a sexualidade, e se refletem na imposição de sofrimentos e riscos desnecessários, nas intervenções danosas à integridade genital, e na negação do direito a acompanhantes. Esta 'pessimização do parto' é instrumental para favorecer, por comparação, o modelo da cesárea de rotina. Por fim, discutimos como o uso da categoria gênero pode contribuir para promover direitos e mudanças institucionais, como no caso dos acompanhantes no parto

Processo de reflexão orientada na formação de professores dos anos iniciais: concepções e práticas sobre o ensino de ciências

Esta investigação, de natureza qualitativa, visou conhecer as concepções e práticas de professores dos anos iniciais sobre o ensino de ciências e promover reflexões sobre tal ensino. O trabalho teve como base o Processo de Reflexão Orientada (PRO), uma estratégia para o desenvolvimento profissional a partir do enfoque de questões da prática docente. As questões de investigação foram: Como professores dos anos iniciais concebem, refletem, planejam e realizam o ensino de Ciências? E como refletem e realizam o ensino de Ciências a partir de um Processo de Reflexão Orientado (PRO)? E, ainda, como, a partir de um Processo de Reflexão Orientado (PRO) para professores dos anos iniciais do Ensino Fundamental avaliam o seu próprio desenvolvimento profissional? Os dados foram obtidos a partir de questionários, entrevistas, planejamentos escritos e de vídeogravações dos encontros e de aulas ministradas. A análise dos dados foi feita a partir da análise de conteúdo. As ideias manifestadas pelas professoras sobre ensino de ciências foram classificadas dentro de uma abordagem oscilando entre cognitivista e sócio-cultural. Seus modelos didáticos revelaram ideias pouco consistentes sobre o processo de ensino e aprendizagem, com pouca coerência em relação a modelos de orientação construtivista. Cada professora propôs uma sequência de ensino visando alcançar graus mais complexos. As sequências foram discutidas, novas reflexões foram realizadas e reelaborações foram propostas. As aulas desenvolvidas evidenciaram um progresso de Lívia com relação à participação dos alunos, com a proposição de uma situação-problema, da consideração das ideias prévias dos alunos, embora apresentasse ainda dificuldade de promover uma discussão orientada, que pudesse favorecer a argumentação dos alunos e a compreensão do fenômeno. Já, nas aulas de Roberta observaram-se atividades que privilegiaram a participação dos alunos. Nas aulas das duas professoras ficaram evidentes a proposição de um problema e a sistematização do conhecimento, a partir da elaboração de sínteses orais e escritas e da apresentação para outras classes. Embora as professoras valorizassem o ensino de ciências e a participação ativa das crianças, havia dificuldades para a realização de aulas de ciências por investigação, pois não consideravam a problematização, a exploração das ideias dos alunos, a sistematização do conhecimento e as explicações científicas. O processo de reflexão orientada (PRO) mostrou ser uma estratégia importante para o desenvolvimento profissional dessas professoras, possibilitando reflexões significativas sobre a própria prática, bem como a tomada de consciência de uma nova sistematização das ações docentes, com vistas a uma atuação mais eficaz para promover o ensino de Ciências por investigação.

O terrível nascimento da beleza: a criação literária em diversos autores

De onde brota a inspiração para baladas de amor e canções de guerra, lendas e narrativas, tragédias e comédias? Ao longo de séculos, escritores e leitores interrogaram-se acerca do nascimento da beleza. Neste artigo, abordo essa questão intrigante, em quatro etapas: a) Examino algumas personificações criadas por Hesíodo, Homero, Luís de Camões e Federico García Lorca para descreverem a inspiração; b) Exploro as estratégias utilizadas por Samuel Coleridge, Salvador Dalí e William Burroughs, para penetrar no reino da fantasia, o inconsciente; c) Apresento as explicações científicas propostas por Sigmund Freud, Carl Jung e Robert Sperry para o impulso criativo; d) Para concluir, menciono as razões que levaram Fernando Pessoa, Eugénio de Andrade e Emily Dickinson a desconfiarem da musa inspiradora, preferindo o esforço que corrige a emoção e gera a obra de arte. Seguindo uma perspectiva comparada, o meu objectivo é mostrar diferentes formas de perceber a criatividade literária. Para tanto, recorro ao trabalho dos escritores e cientistas atrás mencionados e, naturalmente, à minha opinião.

Causal Warrant for Realism about Particle Physics

While scientific realism generally assumes that successful scientific explanations yield information about reality, realists also have to admit that not all information acquired in this way is equally well warranted. Some versions of scientific realism do this by saying that explanatory posits with which we have established some kind of causal contact are better warranted than those that merely appear in theoretical hypotheses. I first explicate this distinction by considering some general criteria that permit us to distinguish causal warrant from theoretical warrant. I then apply these criteria to a specific case from particle physics, claiming that scientific realism has to incorporate the distinction between causal and theoretical warrant if it is to be an adequate stance in the philosophy of particle physics.

Carta geoambiental (1:50.000) e trilhas interpretativas da zona turística do Vale do Pati, Chapada Diamantina-BA

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Atividades investigativas: o impacto na capacidade de argumentação em alunos do ensino médio sobre eletroquímica

The education research guidelines have shown the important contribution of the investigations that focus on analysis of the discursive dimension of teaching and learning of Science in actual classroom. An interesting proposal to analyze the effectiveness of an educational activity is to assess the potential of investigative activities in the development of argumentation in science classes. Several studies have taken into account the use of argument in the classroom as a way to provide students with new ways to know the science. Argument refers to the process of associating components that play a central role in the construction of explanations, models and theories. In order to investigate the potential of these activities took place the application of investigative activities with third-year high school students, recorded in audio and video, focusing on the development of the argument. The search, conducted ranks as a qualitative research with characteristics of a case study. The arguments collected during the activities contained the students' conceptions about the concepts discussed and all were recorded in audio and video. With the encouragement of the argument by the investigative activity we evaluate the learning experienced by the speech of students. It may be noted that students have appropriated the concept of oxidation involving electron transfer, thus the activity reached the goal, so that was planned, making it effective for the introduction of electrochemical concepts

Improving learning by connecting chemistry curriculum to students' experiences

The purpose of the study was to design, implement, and assess the effects of a teaching unit about fuel sources and chemical energy on students’ learning. The unit was designed to incorporate students’ experiences in a way that was aligned with the Michigan High School Content Expectations. The study was completed with all of the students taking General Chemistry in a rural Michigan high school in the 2010-11 school year. There were 138 participants total. The participants were mostly Caucasian and the majority were in the 11th grade. Of these, 77 constituted the experimental group and were taught the unit. The additional 61 participants in the control group were given the posttest only. Data was derived from the results of pre/post tests, final assessment projects, and the researcher’s observations. A pretest that contained questions about the fuel sources was administered at the beginning of the unit. An identical posttest was administered at the completion of the unit. A final assessment project required students to choose the best fuel source for the area, and support their opinion with facts and data from their research or the learning activities and labs performed in class. The results of the study revealed that the teaching unit did produce significant learning gains in the experimental group. The results also indicated that the teaching unit added value to the current General Chemistry curriculum by expanding what students were learning. The instructional goals of the unit were aligned with the Michigan High School Content Expectations. The results also revealed that the students were able to learn to support their thinking and decisions with explanations based on the data and labs. These are essential science literacy skills. The study supported the view that connecting the required curriculum with students’ experiences and interests was effective, and that students can learn important science literacy skills, such as providing support for arguments and communicating scientific explanations, when given adequate teacher support.

NetCDF based data archiving system applied to ITER Fast Plant System Control prototype

EURATOM/CIEMAT and Technical University of Madrid (UPM) have been involved in the development of a FPSC [1] (Fast Plant System Control) prototype for ITER, based on PXIe (PCI eXtensions for Instrumentation). One of the main focuses of this project has been data acquisition and all the related issues, including scientific data archiving. Additionally, a new data archiving solution has been developed to demonstrate the obtainable performances and possible bottlenecks of scientific data archiving in Fast Plant System Control. The presented system implements a fault tolerant architecture over a GEthernet network where FPSC data are reliably archived on remote, while remaining accessible to be redistributed, within the duration of a pulse. The storing service is supported by a clustering solution to guaranty scalability, so that FPSC management and configuration may be simplified, and a unique view of all archived data provided. All the involved components have been integrated under EPICS [2] (Experimental Physics and Industrial Control System), implementing in each case the necessary extensions, state machines and configuration process variables. The prototyped solution is based on the NetCDF-4 [3] and [4] (Network Common Data Format) file format in order to incorporate important features, such as scientific data models support, huge size files management, platform independent codification, or single-writer/multiple-readers concurrency. In this contribution, a complete description of the above mentioned solution is presented, together with the most relevant results of the tests performed, while focusing in the benefits and limitations of the applied technologies.

Sensing Aeropolis. Urban air monitoring devices in Madrid, 2006-2010

Esta tesis examina las implicaciones técnicas, políticas y espaciales del aire urbano, y en concreto, de la calidad del aire, para tenerlo en cuenta desde una perspectiva arquitectónica. En oposición a formas de entender el aire como un vacío o como una metáfora, este proyecto propone abordarlo desde un acercamiento material y tecnológico, trayendo el entorno al primer plano y reconociendo sus múltiples agencias. Debido a la escasa bibliografía detectada en el campo de la arquitectura, el objetivo es construir un marco teórico-analítico para considerar el aire urbano. Para ello el trabajo construye Aeropolis, una metáfora heurística que describe el ensamblaje sociotecnico de la ciudad. Situada en la intersección de determinadas ramas de la filosofía de la cultura, los estudios sobre ciencia y tecnología y estudios feministas de la ciencia este nuevo paisaje conceptual ofrece una metodología y herramientas para abordar el objeto de estudio desde distintos ángulos. Estas herramientas metodológicas han sido desarrolladas en el contexto específico de Madrid, ciudad muy contaminada cuyo aire ha sido objeto de controversias políticas y sociales, y donde las políticas y tecnologías para reducir sus niveles no han sido exitosas. Para encontrar una implicación alternativa con el aire esta tesis propone un método de investigación de agentes invisibles a partir del análisis de sus dispositivos epistémicos. Se centra, en concreto, en los instrumentos que miden, visualizan y comunican la calidad del aire, proponiendo que no sólo lo representan, sino que son también instrumentos que diseñan el aire y la ciudad. La noción de “sensing” (en castellano medir y sentir) es expandida, reconociendo distintas prácticas que reconstruyen el aire de Madrid. El resultado de esta estrategia no es sólo la ampliación de los espacios desde los que relacionarnos con el aire, sino también la legitimación de prácticas existentes fuera de contextos científicos y administrativos, como por ejemplo prácticas relacionadas con el cuerpo, así como la redistribución de agencias entre más actores. Así, esta tesis trata sobre toxicidad, la Unión Europea, producción colaborativa, modelos de computación, dolores de cabeza, kits DIY, gases, cuerpos humanos, salas de control, sangre o políticos, entre otros. Los dispositivos que sirven de datos empíricos sirven como un ejemplo excepcional para investigar infraestructuras digitales, permitiendo desafiar nociones sobre Ciudades Inteligentes. La tesis pone especial atención en los efectos del aire en el espacio público, reconociendo los procesos de invisibilización que han sufrido sus infraestructuras de monitorización. Para terminar se exponen líneas de trabajo y oportunidades para la arquitectura y el diseño urbano a través de nuevas relaciones entre infraestructuras urbanas, el medio construido, espacios domésticos y públicos y humanos y no humanos, para crear nuevas ecologías políticas urbanas (queer). ABSTRACT This thesis examines the technical, political and spatial implications of urban air, and more specifically "air quality", in order to consider it from an architectural perspective. In opposition to understandings of the air either as a void or as a metaphor, this project proposes to inspect it from a material and technical approach, bringing the background to the fore and acknowledging its multiple agencies. Due to the scarce bibliography within the architectural field, its first aim is to construct a theoretical and analytical framework from which to consider urban air. For this purpose, the work attempts the construction of Aeropolis, a heuristic metaphor that describes the city's aero socio-material assemblage. Located at the intersection of certain currents in cultural philosophy, science and technology studies as well as feminist studies in technoscience, this framework enables a methodology and toolset to be extracted in order to approach the subject matter from different angles. The methodological tools stemming from this purpose-built framework were put to the test in a specific case study: Madrid, a highly polluted city whose air has been subject to political and social controversies, and where no effective policies or technologies have been successful in reducing its levels of pollution. In order to engage with the air, the thesis suggests a method for researching invisible agents by examining the epistemic devices involved. It locates and focuses on the instruments that sense, visualise and communicate urban air, claiming that they do not only represent it, but are also instruments that design the air and the city. The notion of "sensing" is then expanded by recognising different practices which enact the air in Madrid. The work claims that the result of this is not only the opening up of spaces for engagement but also the legitimisation of existing practices outside science and policymaking environments, such as embodied practices, as well as the redistribution of agency among more actors. So this is a thesis about toxicity, the European Union, collaborative production, scientific computational models, headaches, DIY kits, gases, human bodies, control rooms, blood, or politicians, among many others. The devices found throughout the work serve as an exceptional substrate for an investigation of digital infrastructures, enabling to challenge Smart City tropes. There is special attention paid to the effects of the air on the public space, acknowledging the silencing processes these infrastructures have been subjected to. Finally there is an outline of the opportunities arising for architecture and urban design when taking the air into account, to create new (queer) urban political ecologies between the air, urban infrastructures, the built environment, public and domestic spaces, and humans and more than humans.

Informações de suporte ao escalonamento de workflows científicos para a execução em plataformas de computação em nuvem

A ciência tem feito uso frequente de recursos computacionais para execução de experimentos e processos científicos, que podem ser modelados como workflows que manipulam grandes volumes de dados e executam ações como seleção, análise e visualização desses dados segundo um procedimento determinado. Workflows científicos têm sido usados por cientistas de várias áreas, como astronomia e bioinformática, e tendem a ser computacionalmente intensivos e fortemente voltados à manipulação de grandes volumes de dados, o que requer o uso de plataformas de execução de alto desempenho como grades ou nuvens de computadores. Para execução dos workflows nesse tipo de plataforma é necessário o mapeamento dos recursos computacionais disponíveis para as atividades do workflow, processo conhecido como escalonamento. Plataformas de computação em nuvem têm se mostrado um alternativa viável para a execução de workflows científicos, mas o escalonamento nesse tipo de plataforma geralmente deve considerar restrições específicas como orçamento limitado ou o tipo de recurso computacional a ser utilizado na execução. Nesse contexto, informações como a duração estimada da execução ou limites de tempo e de custo (chamadas aqui de informações de suporte ao escalonamento) são importantes para garantir que o escalonamento seja eficiente e a execução ocorra de forma a atingir os resultados esperados. Este trabalho identifica as informações de suporte que podem ser adicionadas aos modelos de workflows científicos para amparar o escalonamento e a execução eficiente em plataformas de computação em nuvem. É proposta uma classificação dessas informações, e seu uso nos principais Sistemas Gerenciadores de Workflows Científicos (SGWC) é analisado. Para avaliar o impacto do uso das informações no escalonamento foram realizados experimentos utilizando modelos de workflows científicos com diferentes informações de suporte, escalonados com algoritmos que foram adaptados para considerar as informações inseridas. Nos experimentos realizados, observou-se uma redução no custo financeiro de execução do workflow em nuvem de até 59% e redução no makespan chegando a 8,6% se comparados à execução dos mesmos workflows sendo escalonados sem nenhuma informação de suporte disponível.

Dificuldades de aprendizagem do conteúdo de soluções: proposta de ensino contextualizada

The study of solutions is considered very important to chemist’s education because most of the chemical reactions occur in aqueous medium, being also required to understand other subject such as chemical changes, electrochemical and chemical balance. Nevertheless, it is noticed that many students indicate learning difficulties related to the content of solutions, how to pass among the macro-submicroscopic knowledge levels, and how to solve quantitative problems that demanding the establishment of a stoichiometric ratios. This thesis defended considers the use of contextualized teaching strategies about some subject associated to the study of solution, can foster student learning through reflection and understanding of their own difficulties, besides to provide motivation and active participation. The target group is formed by students of the undergraduate distance education with major in chemistry education of the Universidade Federal do Rio Grande do Norte (UFRN), and they were chosen because this education system is expanding and its learning difficulties publications number is reduced as well. Thus, the first methodological stage was to identify the student’s main learning difficulties associated to the study of solutions through literature sources. Next, using an adapted script of the Plano Nacional do Livro Didático para o Ensino Médio (PNLEM, Textbook National Plan for High School), the approach of the content of solutions printed in educational materials used by the target group was analyzed. Afterward, a teaching unit was planned in the last methodological stage and, finally, a new teaching unite was given with a sequence of contextualized activities such as video presentation, dialogued lecture, questionnaires application, exercises, and an experiment, where the target group’s main difficulties related to learning of solution were identified. The participants of the teaching unit activities had some learning difficulties in understand concepts of compound, ion, charge, entropy and solubility, as well as to identify the ion charge, interpret statements, decode tables, use the chemical language, perform mathematical calculations and use concentration units, similar results raised in the literature sources. In order to work on these difficulties, these students were encouraged to expose, question and test their ideas about the phenomenon under study, allowing learn from their mistakes and reflect on the organization strategy of scientific explanatory models they use. Therefore, activities and information about learning difficulties presented in this thesis need to be critical reflection object, because it can help both students in the process of acquiring knowledge about the content of solutions and professors in the planning of their lessons.

Natural Disasters and Comparative State-Formation and Nation-Building: Earthquakes in Argentina and Chile (1822-1939)

Natural disasters in Argentina and Chile played a significant role in the state-formation and nation-building process (1822-1939). This dissertation explores state and society responses to earthquakes by studying public and private relief efforts reconstruction plans, crime and disorder, religious interpretations of catastrophes, national and transnational cultures of disaster, science and technology, and popular politics. Although Argentina and Chile share a political border and geological boundary, the two countries provide contrasting examples of state formation. Most disaster relief and reconstruction efforts emanated from the centralized Chilean state in Santiago. In Argentina, provincial officials made the majority of decisions in a catastrophe’s aftermath. Patriotic citizens raised money and collected clothing for survivors that helped to weave divergent regions together into a nation. The shared experience of earthquakes in all regions of Chile created a national disaster culture. Similarly, common disaster experiences, reciprocal relief efforts, and aid commissions linked Chileans with Western Argentine societies and generated a transnational disaster culture. Political leaders viewed reconstruction as opportunities to implement their visions for the nation on the urban landscape. These rebuilding projects threatened existing social hierarchies and often failed to come to fruition. Rebuilding brought new technologies from Europe to the Southern Cone. New building materials and systems, however, had to be adapted to the South American economic and natural environment. In a catastrophe’s aftermath, newspapers projected images of disorder and the authorities feared lawlessness and social unrest. Judicial and criminal records, however, show that crime often decreased after a disaster. Finally, nineteenth-century earthquakes heightened antagonism and conflict between the Catholic Church and the state. Conservative clergy asserted that disasters were divine punishments for the state’s anti-clerical measures and later railed against scientific explanations of earthquakes.

Causal explanations and scientific realism in particle physics

Particle physics studies highly complex processes which cannot be directly observed. Scientific realism claims that we are nevertheless warranted in believing that these processes really occur and that the objects involved in them really exist. This dissertation defends a version of scientific realism, called causal realism, in the context of particle physics. I start by introducing the central theses and arguments in the recent philosophical debate on scientific realism (chapter 1), with a special focus on an important presupposition of the debate, namely common sense realism. Chapter 2 then discusses entity realism, which introduces a crucial element into the debate by emphasizing the importance of experiments in defending scientific realism. Most of the chapter is concerned with Ian Hacking's position, but I also argue that Nancy Cartwright's version of entity realism is ultimately preferable as a basis for further development. In chapter 3,1 take a step back and consider the question whether the realism debate is worth pursuing at all. Arthur Fine has given a negative answer to that question, proposing his natural ontologica! attitude as an alternative to both realism and antirealism. I argue that the debate (in particular the realist side of it) is in fact less vicious than Fine presents it. The second part of my work (chapters 4-6) develops, illustrates and defends causal realism. The key idea is that inference to the best explanation is reliable in some cases, but not in others. Chapter 4 characterizes the difference between these two kinds of cases in terms of three criteria which distinguish causal from theoretical warrant. In order to flesh out this distinction, chapter 5 then applies it to a concrete case from the history of particle physics, the discovery of the neutrino. This case study shows that the distinction between causal and theoretical warrant is crucial for understanding what it means to "directly detect" a new particle. But the distinction is also an effective tool against what I take to be the presently most powerful objection to scientific realism: Kyle Stanford's argument from unconceived alternatives. I respond to this argument in chapter 6, and I illustrate my response with a discussion of Jean Perrin's experimental work concerning the atomic hypothesis. In the final part of the dissertation, I turn to the specific challenges posed to realism by quantum theories. One of these challenges comes from the experimental violations of Bell's inequalities, which indicate a failure of locality in the quantum domain. I show in chapter 7 how causal realism can further our understanding of quantum non-locality by taking account of some recent experimental results. Another challenge to realism in quantum mechanics comes from delayed-choice experiments, which seem to imply that certain aspects of what happens in an experiment can be influenced by later choices of the experimenter. Chapter 8 analyzes these experiments and argues that they do not warrant the antirealist conclusions which some commentators draw from them. It pays particular attention to the case of delayed-choice entanglement swapping and the corresponding question whether entanglement is a real physical relation. In chapter 9,1 finally address relativistic quantum theories. It is often claimed that these theories are incompatible with a particle ontology, and this calls into question causal realism's commitment to localizable and countable entities. I defend the commitments of causal realism against these objections, and I conclude with some remarks connecting the interpretation of quantum field theory to more general metaphysical issues confronting causal realism.

Discovery of the faithfulness gene: a model of transmission and transformation of scientific information.

The purpose of this paper is to study the diffusion and transformation of scientific information in everyday discussions. Based on rumour models and social representations theory, the impact of interpersonal communication and pre-existing beliefs on transmission of the content of a scientific discovery was analysed. In three experiments, a communication chain was simulated to investigate how laypeople make sense of a genetic discovery first published in a scientific outlet, then reported in a mainstream newspaper and finally discussed in groups. Study 1 (N=40) demonstrated a transformation of information when the scientific discovery moved along the communication chain. During successive narratives, scientific expert terminology disappeared while scientific information associated with lay terminology persisted. Moreover, the idea of a discovery of a faithfulness gene emerged. Study 2 (N=70) revealed that transmission of the scientific message varied as a function of attitudes towards genetic explanations of behaviour (pro-genetics vs. anti-genetics). Pro-genetics employed more scientific terminology than anti-genetics. Study 3 (N=75) showed that endorsement of genetic explanations was related to descriptive accounts of the scientific information, whereas rejection of genetic explanations was related to evaluative accounts of the information.