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.
The presente work to analyze the conjuncture political, social and economic changes in the 18th and early 19th centuries, experienced by individuals who dedicated themselves to trade in Minas Gerais. Through post-mortem inventories, matrimonial proceedings, patente letters of the Overseas Historical Archive and documents of the Tomb Tower Archive, the research was aimed at analyzing some subjects of the parish who established business networks, family aliances and other strategies to socially ascend and acquire power and distinction. To this end, we observe the material wealth they have conquered and the imaterial power as benefits, privileges, commenities, mercies, officies that obtained along their trajectories with the purpose of being inserted into the list of great lords in the region. We observed that these individuals and their families kept in the eight hundred the same mechanisms emploved over the sevem hundred as aliances, obtainig concessions, mercies, privileges and acquiring material wealth be preserved among the wealthiest layer of the population. Although governed by a political system that sought to diferrentiate itself and liberal ideals, the habitants of Minas Gerais in the XIX, perpetuated the same standards of hierarchy, exclusion and dominance as the XVIII.
Today we live in an increasingly scientific and technologically developed society that has promoted transformations in the social, political and economic environment. This development brought with it the illusion that all social and cultural problems would be solved, creating a traditional image of this science, in which its development would be free of particular interests. In order for the community to be able to understand the relations between science and the collective, it is necessary to have debates about the subject, and thinking about it, the movement called Science, Technology, Society and Environment (STSE) was created, representing a critical study group about the traditionalist and essentialist view of science and technology. The STSE studies seek to understand their social dimensions and even their consequences. Thus, this study has as main objective to review the Brazilian literature in search of articles that work the STSE approach in the teaching of Chemistry in the context of the high school classroom, with the intention of training citizens critical about the most diverse subjects of this. This research has a qualitative character, as it allows the researcher a better approximation and understanding of the facts studied. The articles were searched in national journals that allow free access and with qualis A1, A2 and B1 qualis according to the CAPES Qualis-Periodical system. In all, 24 journals were found, but only 8 articles were found with the theme under study, being found 14 in total. The selected papers cover the topics of Acids and Bases (1), Physical-Chemistry (1), Environmental Chemistry (3), Organic Chemistry (8) and Radioactivity (1), in which teaching was conceived in the STSE precepts to promote greater contextualization and the formation of the critical citizen. All the creators of the researches sought through the STSE to make the classes more attractive and dynamic, centering the construction of the knowledge in the student through the stimulation of the research.
Objective: To investigate Brazilian publications on leprosy program evaluations from the components: inputs, processes, results and impact. Methods: Consultation in the LILACS database of the Virtual Health Library on the keywords "leprosy", "evaluation". Inclusion Criteria: Publications from 2001 to 2008, in Portuguese and descriptor "leprosy." Results: 27 approaches for components of input, process, outcome and impact studies in August of this review. The process component prevailed with 41%. Of all approaches and inputs and outputs were performed in 26% and 22% respectively and the impact component with the lowest percentage approaches 11%. Conclusion: The evaluation must be present throughout the process of implementing a particular program.
A intelectualidade vivencia uma ruptura com os padrões de consagração vigentes na Primeira República. A partir da tomada do poder por Getúlio Vargas e a Revolução de 1930, tem-se início um novo cenário político. Devido à queda do preço do café, o modelo agroexportador encontrava-se em processo de decadência, pois já não era mais possível manter artificialmente o valor deste produto. Somam-se a este fator as restrições provocadas pela crise financeira de 1929, o que implicou na queda da demanda externa e no surgimento de novos competidores. Neste contexto, os intelectuais estão subordinados de um modo mais intenso à conjuntura política do que propriamente às questões culturais. A função e atuação dos intelectuais ultrapassam, desta maneira, o campo estritamente intelectual e adentram o do político. Assim, o presente trabalho tem como objetivo demonstrar a relação entre a modernização brasileira e o desenvolvimento institucional e intelectual das Ciências Sociais no Brasil. ; La intelectualidad experimenta una ruptura con los estándares de consagración vigentes en la Primera República. A partir de la toma del poder por Getúlio Vargas y la Revolución de 1930, comenzó un nuevo escenario político. Debido a la caída en el precio del café, el modelo de agroexportación estaba en proceso de descomposición, ya que no era posible mantener artificialmente el valor de este producto. A este factor se suman las restricciones causadas por la crisis financiera de 1929, que implicó una caída de la demanda externa y la aparición de nuevos competidores. En este contexto, los intelectuales están más fuertemente subordinados a la situación política que a los asuntos culturales. La función y el desempeño de los intelectuales, de esta manera, van más allá del campo estrictamente intelectual y entran en el de lo político. Así, el presente trabajo tiene como objetivo demostrar la relación entre la modernización brasileña y el desarrollo institucional e intelectual de las Ciencias Sociales en Brasil. ; Intellectuality experiences a rupture with the standards of consecration in force in the First Republic. From the seizure of power by Getúlio Vargas and the 1930 Revolution, a new political scenario began. Due to the drop in the price of coffee, the agro-export model was in a process of decay, as it was no longer possible to artificially maintain the value of this product. Added to this factor are the restrictions caused by the financial crisis of 1929, which implied a drop in external demand and the emergence of new competitors. In this context, intellectuals are more intensely subordinated to the political situation than to cultural issues. The function and performance of intellectuals, in this way, go beyond the strictly intellectual field and enter that of the political. Thus, the present work aims to demonstrate the relationship between Brazilian modernization and the institutional and intellectual development of Social Sciences in Brazil.
A partir da concepção de diferença lingüística evidenciarei a importância do respeito e conhecimento da literatura produzida por grupos ou comunidades como forma se expressão social e cultural. A exemplo do conto Cinderela que, ao ser recontada por surdos adultos, universitários, sobrevive com o título de Cinderela Surda. A literatura produzida por surdos usuários da língua de sinais evidencia sua inserção nos contos acrescentando a história de sua educação e a história do nascimento das comunidades surdas. Paralelo traçado na forma como o príncipe surdo aprende língua de sinais através de um professor ouvinte sinalizador e Cinderela (no caso plebéia) apropria-se da língua no contato com surdos.
The present study is based on the relationship between philosophy and literature with Nietzsche and Kafka as the main authors studied. The central question of this study is how to comprehend some of Nietzsche's philosophy in Kafka's literary pieces? In this way, the goal is to analyze a potential reading of the concepts will of power and nihilism. The text's proposal develops in two moments: characterizing Nietzsche's philosophy with the will of power and nihilism concepts as main points of the books considered as "mature" written by this author and presenting Kafka's piece Carta ao pai as an alternative to overcome nihilism with the main starting point being the relationship between will of power and art characterized by a determined period in Nietzsche's philosophy as active nihilism. Thus, the text primes at developing not just a descriptive analysis through bibliographic research focusing on the cited manuscripts, but also searching fundaments to arguments made by some commentators of both authors in specific points.
O artigo tem dois objetivos. Primeiramente, busca exercitar uma forma de conhecimento poético-científico na medida em que se deixa guiar pela apreensão imaginativa dos problemas empíricos analisados através de uma pesquisa visual e da produção de expressões imagéticas que abram outras vias de reflexão sobre os casos investigados. Em segundo lugar, o artigo analisará dois eventos relativos à internet que tiveram grande repercussão na imprensa brasileira em julho de 2008, procurando evidenciar uma disputa entre configurações distintas do poder que se desenvolvem sob a superfície da internet.
Richard Rorty (1931-2007) stood out as a relevant thinker of contemporary political life, in addition to building a framework of ideas of language, culture, freedom and solidarity. One of his most recurrent banners was the primacy of literature over philosophy and freedom over truth. For the purposes of this article, we start with excerpts from Rorty's interview by Helmut Mayer and Wolfgang Ulrich, compiled in the text It's good to persuade, in Take care of freedom that the truth will take care of itself. In addition to this text, we also use Philosophy and social hope (from 1999), and, in particular, Education as socialization and individualization (from 1989), a text in which the author, moving away from the enchantment of traditional philosophy and defending the adoption of a philosophizing, primacy of freedom the edifying truth, by dogmatic, over a markedly essentialist and anti-foundationist posture.
O objetivo deste texto é analisar o uso da literatura como a construção da consciência de mundo, relacionando a interpretação com a realidade. A proposta é investigar a importância do uso da imagem e da linguagem na literatura, analisando a expressão de uma literatura surda.
In the paper, from a systematic analysis of the literary production of Brazilian Indigenous writers, we will argue that, since the middle of XXs, Brazilian Indian peoples start to affirm and use the public sphere, in terms of activism, militancy and engagement, as the strategy and the place par excellence to the thematization of national Indian condition, as reaction to processes of social-economic expansion and political-cultural negation which put in check their own existence, refusing also the technocratic paternalism and dependent responsibility imposed to them. With the purpose of consolidating themselves as active public-political subjects, they opted for school education and for the appropriation of epistemological tolls and digital techniques which allow them to insert in the national socialization, to modernize politically, culturally and epistemologically in order to streamline a perspective of criticism regarding our conservative modernization from the internal communitarian self-organization and the construction of a network of collaboration among the indigenous nations. This posture leads to the deconstruction of the image cultural and normatively produced in terms of colonization, of a savage, rude and barbarous Indian, restricted to the more far corner of forest, incapable of civilization; and, in its place, it is consolidated exactly the role of the socialized Indian, in the full capability of political citizenship, producing and publicizing the own knowledge, culture and art. From the appropriation of school education and of these epistemological-digital tools and techniques we go, therefore, to an activist, militant and engaged posture in the public, political and cultural sphere, by means of the correlation of Indian Movement and Indian literature, in which the promotion of ethnic-anthropological singularity is in the basis of the criticism to modernity constituted and performed by Indian peoples, their intellectuals and writers.
In this article, we will undertake a reflection on the analytics of power in Michel Foucault. Our intention is to cover Foucault's production from the mid-seventies to the beginning of the eighties, seeking to understand the shifts or "twists and turns" through which the concept of power has suffered over time. We will try to show that it is possible to identify three moments in Foucault's research. First, when trying to move away from the traditional legal-discursive understanding of power, he introduces an unprecedented analysis of the dynamics of disciplinary power and the micro-powers that make up the social field. This can be considered a shift, in general, in relation to the western political tradition. With the course society must be defended we are faced with a change in the understanding of power when identifying it as war or struggle. Finally, with the introduction of the concepts of biopower/ biopolitics, Foucault is led to a great expansion of his research, focusing on concepts that were not part of his interest until then, such as, for example, the concept of State. It is in this context that the concept of government will enter Foucault's reflections. We understand that the concept of government is a refinement and, likewise, makes its analysis of power broader and more complex in order to account for the political present.
This essay intersects literature and epistemology in order to understand what it means to take "The left hand of darkness" (1969), as proposed by the author Ursula K. Le Guin, as a thought experiment. As we look at Science Fiction as a literary genre and how it relates to the notion of thought experiment, we conclude that Science Fiction authors, through the imaginary displacement they perform as they create people, worlds, political organizations, and explore the relations between subjects within these imaginary structures, also draw thought experiments that are able to deal with important aspects of the human experience.
DOI: http://dx.doi.org/10.17227/01203916.70rce223.245This article describes how this social activity is the result of historical experiences and policies modalities -disciplinarian, normalizing, and of control-, which our society in specific times and places, set in motion certain orders of knowledge, specific forms of power with the aim of imposing teaching practices as development of sophisticated forms of social government. The theoretical-methodological instrument corresponds to the concept of teachers' policies, describes the conditions of formation, existence and disappearance of teaching as a practice produced under the action of specific positive reactions that define and formulate certain mechanisms and procedures of power which strive to do a teaching in social practice teaching, education and learning. The concept of teachers' policies is an instrument that seeks to showcase teaching as a set of religious and moral practices, normalizing and educational, productive and technical-scientific, professionalizing and of control, which performed between instances and subjects, result in the unique social functions to gather, to instruct, to discipline, to educate, to train, to stimulate innovation and skills as a set of specific effects of social government. The article shows that teaching is a practices historical, political and social, consisting of strategies and tactics of knowledge and power, through which institutions are calculated, prescribed, organized, conducted and related under the pretense of conforming teaching practices of government. Finally, it emphasizes that teachers have the power to appropriate, attribute and become a politics, ethics and aesthet - ics, transgressive teaching of self and others. ; Este artículo describe la docencia como actividad social resultado de experiencias históricas y políticas discontinuas (disciplinarias, normalizadoras y de control), que nuestra sociedad en tiempos y espacios específicos, pone en juego determi - nados órdenes de saber, y específicas modalidades de poder con la pretensión de imponer prácticas docentes como elaboración de sofisticadas formas de gobierno social. El instrumental teórico-metodológico corresponde al concepto de políticas docentes, con la cual se describen las condiciones de formación, existencia y desaparición de la docencia, como práctica producida por la intervención de positividades, que definen y formulan determinados mecanismos y procedimientos de poder, que intenta volver la docencia en una práctica social de enseñanza, educación y aprendizaje. El concepto de políticas docentes es una herramienta que busca exhibir la docencia como conjunto de las prácticas religiosas y morales, normalizadoras y educativas, productivas y técnico-científicas, profesionalizantes y de control, que realizadas entre instancias y sujetos dan lugar a las singulares funciones sociales de reunir, instruir, disciplinar, educar, capacitar normalizar, orientar, controlar y administrar, de estimular innovaciones y competencias, como un conjunto de efectos de gobierno social. El artículo demuestra que la docencia es el resultado múltiples prácticas históricas, políticas y sociales, formadas por estrategias y tácticas de saber y de poder, a través de las cuales se calculan, prescriben, organizan, realizan y relacionan instituciones bajo la pretensión de conformar especializadas tecnologías de gobierno. Finalmente, resalta que en los docentes se halla el poder de apropiarse, atribuirse y devenir una docencia política, ética y estética, transgresora de sí y de los otros.
