Demarcação científica: uma reflexão crítica

Peci, Alketa; Alcadipani, Rafael

doi:10.1590/s1984-92302006000100008

Cited by 9 publications

(6 citation statements)

References 10 publications

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“…Indeed, in large groups, researchers seek, through their studies, to institute different ways of problematizing and investigating reality. In this direction, historically, there has been an extensive debate about what science is, that connects to a remarkable preoccupation with singularities of the scientific development that can distinguish the Sciences from other so-called non-scientific activities (Peci & Alcadipani, 2006).…”

Section: Teaching and Its Implicit Epistemological Bases Against The mentioning

confidence: 99%

Epistemological Contributions of Toulmin’s Argumentative Model in Scientific Education

Ramos¹,

Fernandes-Sobrinho²

2018

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On the basis of a theoretical study, the objective of this article is to analyze questions around the scientific rationality, with an indication of the potentialities of Toulmin's model of argument that can subsidize the confrontation of the problem of scientific education practices landmarked of an absolute and neutral science. The use of this argumentative model is legitimated, mainly, with the possibility of refutation as a way of demonstrating that the theoretical knowledge is provisional conjectures. Thus, it is emphasized that any conception of science linked to the activity of isolated individuals in search of truth is not resonant even with social reality itself.

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Section: Teaching and Its Implicit Epistemological Bases Against The mentioning

confidence: 99%

Epistemological Contributions of Toulmin’s Argumentative Model in Scientific Education

Ramos¹,

Fernandes-Sobrinho²

2018

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“…Human and non-human, therefore, present themselves in a hybrid way in reality and configure themselves as Actors of a Sociotechnical Network. In other words, the actors that integrate a network are not only human, as pointed out by Peci and Alcadipani (2006: 148) (Note 4). "The idea is that society is made up of humans and non-humans, subjects and objects.…”

Section: Literature Reviewmentioning

confidence: 99%

Care About Water in Curitiba, Brazil: Educational and Environmental Practices at School

Silva¹,

França²,

Rodrigues³

et al. 2018

AES

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This article aims to give relevance to environmental school practices as an extension of school curriculum for student’s values appropriation. Emphasis was placed on the actor network theory, in an interdisciplinary way, about water consumption, flavored water, to grow plants and care about River Barigui, in Curitiba, Brazil. Two basic pedagogical resources were explored: a game to care about river water and strategies to increase consumption of drinking water. First, a board game was designed to pass ideas on disposal and pollution of drinking water in this Brazilian River that crosses vertically the whole west side of Curitiba´s city and a section is behind the elected school. As a vital food, specially, water must be preserved clean and not be contaminated by disposal of frying oil in domestic sewage, which causes severe pollution. This specific poisoning element is subject of the municipal company of water campaign. Second, practices were made to flavor drinking water with herbs and fruits without sugar and carbon dioxide, elements that harm human health. The students and teachers understood the proposals between curriculum subjects and need of practices to fix contents. Positive testimonies about the reproduction of practices in the family and at school ambiance in order to care about water made the activities meaningful. Knowledge values appropriation in a collective group was fructiferous. Teachers and students evaluated positively the empirical network created by the water activities that brought together classroom culturally processes, curriculum contents and academic contents.

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“…A partir dessas perspectivas, muitos estudos têm surgido na tentativa de contrapor às ideias hegemônicas do paradigma positiva funcionalista. Alguns, sob a denominação de estudos críticos, têm ganhado cada vez mais espaço na academia, dentre elas na academia brasileira CALDAS, 2006;MISOCZKY;ANDRADE, 2005;PECI;ALCADIPANI, 2006;DAVEL;ALCADIPANI, 2003;GUERREIRO RAMOS, 1989;PAULA et al, 2010).…”

Section: Nesteunclassified

Exercício de desconstrução dos pressupostos conceituais da competitividade organizacional

Lucena

Valadão

2015

GeS

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Neste ensaio, intencionamos desconstruir, à luz dos binários competição/cooperação, mercado/sociedade e humanização/desumanização no ambiente de trabalho, alguns pressupostos teóricos do construto competitividade organizacional. Para tanto, lançamos mão de argumentos de autores críticos organizacionais. Constatamos que o referido construto apresenta distorções em seu arcabouço teórico, principalmente se levarmos em conta que os processos de gestão das organizações devem ter como um dos seus objetivos a equidade socioeconômica. Com isso, entendemos que ao supervalorizar a dimensão econômica, a rapidez dos processos, a minimização dos custos, dentre outros fatores, a competitividade acaba por contribuir diretamente para a desumanização no ambiente de trabalho.

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Demarcação científica: uma reflexão crítica

Cited by 9 publications

References 10 publications

Epistemological Contributions of Toulmin’s Argumentative Model in Scientific Education

Epistemological Contributions of Toulmin’s Argumentative Model in Scientific Education

Care About Water in Curitiba, Brazil: Educational and Environmental Practices at School

Exercício de desconstrução dos pressupostos conceituais da competitividade organizacional

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