Navegando por Assunto "Method"

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Acesso aberto (Open Access)
Uma análise do método de conjecturas e refutações Popperiano e de sua Aplicação ao ensino da Filosofia na educação básica
(Universidade Federal do Pará, 2023) SIQUEIRA, Ailton dos Santos; DIAS, Elizabeth de Assis; http://lattes.cnpq.br/9610357600630781; https://orcid.org/0000-0003-0951-6313
The objective of this work is to examine whether the method of conjectures and refutations that Popper proposes for science can be applied to the teaching of Philosophy in basic education, more specifically at the elementary and secondary levels. This is a problem related to education and in particular to the way of teaching Philosophy. However, this question is not disconnected from his theory of science. Our intention is to show that such a method, with some adaptations, can be an effective procedure to provoke philosophical reflection, insofar as it enables not only the problematization, but also the critical discussion of the solutions proposed by the philosophers. In our analysis, we seek to show that Popper criticizes and rejects induction as a method of science and proposes as an alternative, that of conjecture and refutation. We elucidate the nature of such a procedure and its stages. Subsequently, we seek to highlight some reflections of the philosopher on pedagogy in order to support our reflections on the theme. We also present some proposals for the application of Popper's ideas to education, such as those of Bedoya and Duque (2019), who believe that the use of the method of conjecture and refutation in education enables the formation of students who are aware that science is not infallible and evidence how such a procedure can improve learning in general. Another proposal, the object of our analysis, was that of Oliveira (2008), who seeks to show how Popperian epistemology can foster a fallibilist approach in the teaching of the sciences. We also examine the suggestions of Segre (2009) to use Popperian critical rationalism in academic didactics as an alternative to the dogmatic and authoritarian teaching practiced in university education. And finally, we show how the method proposed by Popper can be applied to the teaching of Philosophy in basic education.
Acesso aberto (Open Access)
Da epistemologia moderna à epistemologia complexa de Edgar Morin: repercussões sobre o humanismo
(Universidade Federal do Pará, 2022-03-03) MONTEIRO NETO, Benedito da Conceição; NUNES, Antônio Sérgio da Costa; http://lattes.cnpq.br/2937593233363602; SOUZA, Luís Eduardo Ramos de; http://lattes.cnpq.br/7892900979434696
Our objective, in the present work, is dedicated to demonstrating the main epistemological elements of the complexity elaborated by Edgar Morin in general contrast with the principles of the modern method of Descartes. We start from the following guiding questions: how does the passage from modern ordered knowledge to complex organized knowledge occur and how does this knowledge culminate in a conception of humanism? The hypothesis we defend is that Morin's principles of complexity are exposed as a critical dialogue about the limitations of the modern method, pointing out how the last one has an ambivalent impact on science and society under the name of degenerate humanism and a regenerated humanism. Methodologically, we discuss, firstly, the conception of science and method in modernity, starting with the arguments that precede and formulate the organization of a quantitative method of knowledge, having as a central axis the contributions of Descartes in his main works (1952). The second part of the text turns to the conception of science and method according to the contributions of the epistemology of complexity, proposed by Edgar Morin (1996, 2011, 2015, 2016), where we present the main intelligibilities of his theory: the dialogic principle, the recursive principle, the hologrammatic principle. In the third and last part of the text, we compare complex thinking and modernity based on the concept of humanism. Initially, we expose the reading of modernity by complexity, highlighting the category of rationalization. Then, we explain how the modern method has repercussions in contemporary times with the advent of the action ecology. Finally, we present a reconstruction of an alternative method and knowledge, capable of dealing with uncertainties, culminating in the proposal of a regeneration of humanism.
Acesso aberto (Open Access)
Som em blocos: método para construção de conhecimento musical a partir de programação em MIDI
(Universidade Federal do Pará, 2021-09-30) FERREIRA, Rodrigo Rafael Rodrigues da Silva; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135
The current thesis presents the conception and development of SOM EM BLOCOS: Method for building musical knowledge from MIDI programming. The method concept has as its essence the music , in line with technological advances of software and teaching and learning in the musical field through programming, in particular, MIDI programming. In this sense, this work has as general objective, to develop a method to aid the musicalization of Multimedia Production Course undergraduates based on the music production software interface (DAW) and as specific objectives: to help undergraduate students without formal music instruction in the process of creating their own musical compositions, to appear as soundtracks, based on compositional elements of electronic music; promote musicalization processes of undergraduate students through digital tools, without the necessary presence of traditional instruments; qualify and better support potential self-learning processes of undergraduate students and, at final, present initial and experimental ways of applying the method for University teachers. To construct this method, we used as reference texts by Keith Swanwick, Èmile-Jacques Dalcroze, Paulo Freire, Ausubel, Jean Piaget and Seymour Papert. Thus, the work is structured as follows: Presentation of the method's development trajectory, theoretical basis, characteristics of the method's functioning and, finally, the first experiences of its application. The method is called SOM EM BLOCOS (Sound in Blocks), because its principles are based on the graphic visualization of the musical elements that DAWs provide, leading the learner to manipulate blocks of musical information as if they were pieces of an assembly game. The method benefits from the musical structure, aesthetics and production techniques of electronic music, by the repetitions, influence of minimalism and ostinatos, which favor the musical composition from rhythmic cells and simple melodic phrases, ideal for the exercise of the beginning composer-musician . It is concluded that the method has a good effectiveness as a musicalization instrument, leading the learner to assimilate fundamental concepts of music, through the practice of composition, without the presence of conventional instruments in the initial music teaching.