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Apresenta a área Ciência da Informação e seus objetos de estudo no mesmo movimento em que esses objetos de estudo são pensados na interrelação com a Educação, tornando assim a questão da autoria, do uso de periódicos educacionais e o funcionamento dos grupos de pesquisa em educação, novos objetos de pesquisa revitalizados pelo aporte discursivo e pela aproximação das áreas em questão.

The aim of the present paper is to analyze the conception of science of Popper resorting to the metaphor with the game of chess that he uses in his work The logic of scientific research. We consider that by means of this metaphor it is possible to perceive that its conception of science is not reduced to the logical criterion of falsifiability as many of its critics let us envisage, nor even to define methodological rules to guide the practice of science. But the philosopher himself in establishing such analogy makes it clear the existence os rules is what science has in common with the game of chess. In our view, these rules, as well as the scientific criterion, are not sufficient to define the scientific practice, since it involves other elements such as: values, objectives, scientific community and context in which the research is carried out. Popper assumes these elements in his metaphor, but does not make them explicit. It is only in later works such as Conjectures and Refutations and The Open Society and Its Enemies that they are clearly defined. We, therefore, intend to bring to light those elements involved in the game of science in Popper in order to give greater clarity to his conception of what science is.

Eric Weil's modern society is characterized among other things by its conception of science. Both based on the principle of effective calculation, the understanding of its functioning and its limitations go together. Thus, analyzing modern society contemplates a discussion of the instance that functions as its self-consciousness: the conception of science that is its own, the social sciences, whose model is the science of nature. Modern science and society are understood within the scope of the Weil's category of condition. Here there is no appeal to an unconditioned principle. Therefore, the question of sense can not be made. However, it is not a question of renouncing the achievements of modern science. In Weil's view, however, it must be recognized that the question of sense can be properly made. This is because it must be put through philosophy. Our objective in the present paper is to discuss the relationship between modern society, modern science and sense. This is because if there is a science of an efficacius society there is also a science of sense: this is philosophy.

This article aims to analyze the vision of science and knowledge production in its transition to modernity and contemporaneity within the meaning of an education based on creativity that values diverse knowledge. This reflection is a bibliographical character with a qualitative approach. Its theoretical foundation brings the realization of the concepts of the traditional paradigm in the context of modern science and the emerging paradigm today with a creative vision and interdisciplinary contemplating the whole of life, from the pedagogical, while production of knowledge. It is noticeable that in the contemporary perspective of creativity to transforming perspective has sought reconnection of knowledge that involves all areas of humanity valuing imagination, originality, flexibility, thinking, feeling and learning within the aspects encompassing the wholeness of life on the planet.

In consideration of the postures of Kuhn and his critics, we will turn our attention to reflect on the possibility of a normal science (in the kuhnian sense). The motivating question for the central problem of this text will be: Is there really a normal science in the sense proposed by Kuhn? We aim to offer an answer that will partially agree with the Kuhnian ideal of normal science.

This article aims to analyze, from the work Truth and Method, as main perspectives that can support a hermeneutic philosophical device inherent as human sciences. The main hypothesis is that Gadamer develops a non-methodological reflection for human sciences guided by the inextricable relationship between critical hermeneutics and language, understood as the dialogic way of interpreting interpretation. To develop such a hypothesis, three moments are relevant: the first moment presents Gadamer's non-methodological path from the appropriation of the concepts of touch, game and art. In the second moment, the security or maturation of hermeneutic devices in the human sciences, based on the notion of hermeneutics of fatality developed by Heidegger. In the third moment, use the approximation between hermeneutics and language as a point of dialogue with tradition, thus bringing it to the fore of the historic and effective conscience. It was concluded that the hermeneutic constitution of the human sciences has as main objective to prepare a hermeneutic conscience.

Analisa a aplicabilidade e uso da etnografia como metodologia para explorar a pesquisa na área da Ciência da Informação. Como pesquisa teórica objetiva resgatar na literatura da área, o reconhecimento da etnografia como forma metodológica na construção científica, a partir de reflexões sobre este método de pesquisa no reconhecimento de valores subjetivos e permitir um olhar crítico sobre a pesquisa no campo da Ciência da Informação. Reconhece o valor desse método para o estudo de um contexto multicultural, entendendo a cultura da informação sob uma perspectiva emergente na área em estudo, cujo aprofundamento requer valores e instrumentos antropológicos coerentes com as diversas áreas interdisciplinares que compõe o campo científico da informação. A pesquisa explora a literatura, acolhendo dados para uma análise interpretativa do discurso de diversos autores, desta forma visa uma reflexão que priorize a representação qualitativa do conhecimento. Na conclusão apresenta as diversas evidências da importância da cultura, agregada implicitamente na construção de uma informação, e que conseqüentemente irá gerar um novo conhecimento, sendo assim, reforça o adequado uso da ferramenta etnográfica para melhor explorar a temática. Também apresenta recomendações de continuidade na perspectiva desse estudo sob diversas diretrizes, que poderão trazer contribuições significativas para esta área do conhecimento.

State educational services suffered a plague of privatisation during the 1980s and 1990s, inspired by the neoliberal hegemony of the time. This article looks into what contribution education can make to the construction of an informed, and participative democracy. The teaching of science and technology needs to be based on principles of justice and equality, and, to ensure that all have equal opportunity to reach the highest levels, should be public, free and of high quality.

In this essay we highlight some elements of the Diltheyan philosophical horizon to think about education. Dilthey is inserted in the territory of education, via pedagogy, because he considered that philosophy represents a theoretical instrument that serves as a guide for the social action of man or, in other words, for pedagogical activity. According to our perspective, education is the main objective of philosophy, since human formation has culmination in philosophizing and this is an effect of that, in addition, Diltheyana philosophy makes its reflection on pedagogy and its possible scientificity, having as context the confrontation with the positivism of the nineteenth century and the foundation of the sciences of the spirit as opposed to those of nature. It is in this sense that the problem of historical consciousness - and its finitude - articulates the autonomy of pedagogy, without the influence of scientific empiricism and the demands of traditional pedagogy.

Since the formulation of the uncertainty principle, research in quantum physics has raised a philosophical dilemma basically centered on the opposition between "realists", favoring the assumptions of strong objectivity, and "idealists", leaning on the foundations of weak objectivity. The central hypothesis of this article is that this dualism, as well as the classic problem of the solipsism of consciousness, can be properly understood as a stage in the development of the self-consciousness of the spirit, in the conceptual molds of Hegel's philosophy.

This article aims to discuss the inclusion of distance education in the practice of Pharmaceutical Sciences. The study population consisted of 200 individuals (students) in the city of Salvador / Bahia. For data analysis, were used in semi-structured questionnaires, in which students interviewed expressed their opinions about distance education, in the course of Pharmacy. Students highlighted the use of the Internet as a tool to aid in research and scholarship, as well as other alternative purposes, such as real-time interaction, through chat rooms and virtual communities. The students reported the use of the Internet as a tool to aid in research and school work and other purposes alternatives such as real-time interaction through chat rooms and virtual communities. Most students (n = 179) responded that he believed to be passive interactivity between the user and the environment distance education, and Moodle, the leading virtual learning environment. Convenient schedules, individual attention, progress in the promised time and quality of teaching materials, were among the main attractions for a distance learning course. Among the main disadvantages cited by respondents, showed up: the digital divide (related to the need for computers), the large number of students per tutor, the excessive use of multiple choice questions and the failure of activities for students (dropouts). Most respondents judged important information technology and communication (ICT) to support the classroom teaching the courses of Pharmaceutical Sciences, and for vocational training, skill levels: technical, update and graduation. The disciplines of greater theoretical approach were cited as those most fit over a distance course in Pharmacy. With the analysis of such data, it was found that respondents showed an awareness of the need for distance education in its formation. However, had expressed concern about the quality and complementarity of the studies, due to the specificity of each activity that involves the professional practice of pharmacy and the patient.

O objetivo do presente trabalho é oferecer uma introdução às reflexões sobre verdade e ciência a partir da abordagem de textos literários, promovendo uma interlocução entre arte e ciência, entre literatura e metodologia da pesquisa (em especial, em educação). Inspirado por uma poesia de Drummond, um conto de Machado de Assis e um romance contemporâneo, de autoria de Lia Neiva, o texto aponta a literatura como forma de se abordarem temas complexos das ciências, como a noção de verdade e realidade, com estudantes de graduação. Introduz, ainda que de modo breve, uma interlocução com produções artísticas variadas – desde imagens com ilusões de ótica até filmes e seriados televisivos – no intuito de tornar as experiências em metodologia de pesquisa mais dinâmicas, mais atraentes e esclarecedoras. Ao final do texto, somos levados a uma reflexão acerca das possibilidades e dos limites da leitura da realidade propiciada por nossas experiências científicas e literárias, bem como de suas interpretações, realizadas/escolhidas segundo nossos caprichos, nossas miopias e nossas ilusões, numa referência direta ao poema "A porta da verdade" de Carlos Drummond de Andrade.