Navegando por Assunto "Science"

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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.
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Art(e)biologia na/com a natureza
(Universidade Federal do Pará, 2018-03-03) SILVA, Carlos Augusto Silva e; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The dissertation causes a between art(and)biology in an attempt to cause friction in science as a way of knowledge based on their specific standards. For the research production was exposed links between images, writing and body trials. Route that instigates a biologist, that runs through your life and guide yourself through waterfalls, creeks, caves and residents affected by a hydroelectric plant that shattered lives and environments. The friction of the Rhizome text is nature. The composition plan comes with lines of experimentations that are open to infinite inputs, outputs and means, which were carried out in the Xingu region, in and near the city of Altamira-PA. The theoretical effort was inspired by the philosophy of Gilles Deleuze and Félix Guattari, as well as a few others who organized this meeting as artists and biologists of education and science teaching who wander / think through these connections. A dissertation in which its constructive body comes through experimentation, in a process in which the exercise of the nonlinear is an invitation to the opening of thought and sensations. The possible friction/dissertation seeks to permeate velocities, slowness and rests. Its results can be composed for those who want the utilities/uselessness, because the text does not want to be interpreted, but machined. Idealize in ways, as you wish.
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Ciência com cartas: refletindo sobre a importância do diálogo entre ciência e sociedade com alunos de graduação
(Universidade Federal do Pará, 2021-08-23) GUEDES, Suelen Miyuki Alves; ELIASQUEVICI, Marianne Kogut
From the discussions about science raised by Sala (1974), Auler (2007), Morin (1999, 2003) and Santos (1999, 1989, 2008, 2011), we have reflected that a greater approximation and dialog between science and society is necessary. This is because, historically, scientific knowledge has been constituted separately from both the society and other forms of knowledge, which caused some barriers that have persisted until today, such as the fact that science is considered hermetic and far from the everyday life. From the perspective of science defended by Morin (1999, 2003) and Santos (1999, 1989, 2008, 2011), which states that the construction of knowledge needs to consider the interaction between the individuals, their cultures and all forms of knowledge, our research started from the following question: How to promote an interdisciplinary dialog between science and society, with Higher Education students? Our goal was to dialogically foster discussion about science and the processes involved in its construction, using a deck of cards, respecting the contributions of different forms of knowledge. In this context, the deck of cards entitled "Science in question: dialogues with cards" was created, aimed at higher education professors, from any area of knowledge, to promote reflections on science with undergraduate students in compulsory subjects of Scientific Methodology or Research, and in optional subjects related to science. Concerning the elaboration of the product, we carried out a bibliographic research of theoretical references on science to define the thematic axes to be discussed, and we analyzed materials to choose the best format to use. After this structuring, we submitted the content of the cards for validation by a panel of experts, adjusting, eliminating and adding content based on the suggestions indicated. As a final step, we designed the visual identity of the cards and auxiliary materials, as well as we carried out the study to store the cards in the digital version and build a website for the promotion and dissemination of experiences. As a result, according to the validation of the experts' content, we consider that the product is coherent, being relevant to the proposal and suitable for application in the classroom with undergraduate students. Due to its versatility for use in physical, asynchronous and distance classes, in addition to its open character for the professor to create their own content, it has innovative potential to be appropriated in different contexts of Higher Education.
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A ciência e a educação em um jornal da Amazônia: Folha do Norte (1896 -1897)
(Universidade Federal do Pará, 2018-03-08) BARROS, Raimundo Nascimento Pereira; Alves, José Jerônimo d e Alencar; http://lattes.cnpq.br/9586790409626243
The present research aims to analyze the discourses on Science and Education that circulated in the pages of the newspaper Folha do Norte in the years 1896 and 1897, which lasted seventy - eight years, beginning its activities in January 1896 and circulating daily until 1974. The newspaper Folha do Norte was a newspaper of great importance in the history of the press in Pará, for being involved in the political scene, especially in the late nineteenth and early twentieth centuries, being a strong supporter of the Federal Republican Party, led by Lauro Sodré, who fiercely opposed the policy of Antônio Lemos, owner of the newspaper The Province of Pará. Our object of study is the newspaper Folha do Norte, which included in its publications the political news and other topics, although we tried to collect those that were related to our objective that was the news about Science and Education. in all the available copies in the Digital Library of the National Library of the years of 1896 and 1897, finding columns and loose notes that spread scientific news and about public education, among them, the columns "Revistinha Scientífica" and "Respiga Scientífica" that they brought news related to science. News about the Roentgen Rays or X-Rays were also present on the pages of this newspaper that were mainly used for our analysis to seek to question whether these notes constructed positive or negative images about the sciences and how these images were constructed? There were also news items dealing with educational and organizational issues, including invitations to take admission exams, call students for second-call tests, and others. We also found a column entitled "Public Instruction", which dealt with matters related to the regulation voted in the year 1896; classification of schools in the 1st, 2nd and 3rd places of the cities of the interior and of the capital, as well as other notes that related to the events that occurred in educational institutions in Pará. However, we did not find news that talked about science and education together.
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Ciência e ética em Karl Popper
(Universidade Federal do Pará, 2022-03-24) DIAS, Leandro José dos Passos; DIAS, Elizabeth de Assis; http://lattes.cnpq.br/9610357600630781; https://orcid.org/0000-0003-0951-6313
The more traditional studies about Popper’s philosophy have focused on aspects of his theory of science or his political philosophy or, even, on establishing links between them. More recently, new studies have emerged pinpointing a new hermeneutics that aims to show that ethics is at the root of his philosophy. Our work, assuming that there is an ethics at the base of his thought, intends to analyze it from a more specific perspective: that of science itself. Thereby, we will investigate the following question: can we say that Popper's conception of science involves an ethical dimension? Or rather, is there a relationship between science and ethics in the philosopher’s thought? We will consider that his notion of science presupposes an ethics, which is manifested in his pretensions to demarcate science, in the principles that guide it and in the responsibilities he assigns to scientists. Our analysis of the issue intends to start from Popper’s own rationalism, which he considers as the result of an ethical decision. In this sense, we seek to analyze its character, distinguish it from other forms of rationalism, oppose it to irrationalism and uncover its ethical foundations assisted by the studies of Kiesewetter, Artigas and Oliveira. In addition, to stablish its relations with ethics. Once these characteristic aspects of Popper’s rationalism have been clarified, we will try to show how ethics is present in his conception of science. We’ll show that Popper, when proposing his criterion of scientificity and complementing it with certain methodological rules, makes it clear that the adoption of such rules involves scientists’ decisions based on values and also generates certain ethical commitments. Furthermore, we intend to demonstrate that ethics is present in the ethical principles that guide science, such as fallibility, reasonable discussion, search for truth, honesty and that such principles are closely related to the idea of selfcriticism and tolerance. Finally, we will address the ethical responsibilities of scientists, emphasizing applied sciences. We will show that Popper proposes a new ethics for Science based on the Hippocratic oath.
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Ciência e verdade em Nietzsche
(Universidade Federal do Pará, 2017-05-26) COSTA, José de Ribamar Oliveira; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The concept of truth coined from the contributions of tradition assumes essential or substantial content. Knowledge is and can only be named by composing a form. Nietzsche is the thinker who punctuates reversed representational from the concept of the will of truth. Being the truth of the order of the world, of moral values and interests, it has no essence or fixed form. This concept is crossed by cultural, political and social issues. Interests intersect with Nietzsche's interests for knowledge, truth and science. If at any point in his published work he maintained an interest in science, it was because he understood that scientific knowledge opens criticism, but if at another moment, in his experimental and perspectivist form, he takes up these reflections to show the contingent referential of science. What displeases Nietzsche is to think that science can be placed as a superior knowledge with marked rationality, preventing man from exercising his creative and inventive potential, because he knows that the intellect takes the greatest inventive act. So, he asks art as a path in order of remembering that there is in knowledge much more creation than certainties and truths. The research shows that Nietzsche's literature can be inspiring for science education, not for denying science, but for affirming knowledge joy, alive, human, and creative.
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Ciência, comunicação e meio ambiente: processos comunicacionais e estratégias de socialização do conhecimento no projeto Espaço ITEC Cidadão na UFPA
(Universidade Federal do Pará, 2021-12-03) QUEIROZ, Fábrício Natalino Bentes; COSTA, Luciana Miranda; http://lattes.cnpq.br/1310961057480638; https://orcid.org/0000-0003-3843-4499
The interaction between science and society through initiatives of socialization of knowledge has been intensely developed since the 18th century. However, in a scenario of paradigmatic transformations in science, these actions are reconfigured from the influence of several factors, such as criticism of the principles of modernity, the appreciation of different social groups, their knowledge and their cultures, and the strengthening of the communication field. This research starts from the understanding of these phenomena to discuss the interrelation between science, communication and environment to investigate the role of environmental communication in an extensionist action called Espaço ITEC Cidadão, held in the Camillo Vianna and Benito Calzavara woods, located on the Guamá campus of the Federal University of Pará. The main thread is the notion of public communication of science applied to environmental issues, which, in our view, dialogues with the critical debate on the strategies of domination and coloniality, in which science and communication are involved. The exploratory research uses secondary source information about the activities carried out in the Espaço ITEC Cidadão over 15 months and published in the project's profile on the social network Instagram. In addition, the research is supported by an interview, data collection in records of the activities and other materials that reference the project's performance in order to understand the dynamics of interaction between the three fields in this case. The results indicate that there is an interface between science, communication and environment verified by the parallels existing between the different perspectives and models proposed in each area. In the case of the Espaço ITEC Cidadão, this manifests itself in the way the project articulates conceptions of instrumental content to the promotion of a broad debate about sustainability, encompassing the idea of resistance, collectivity and solidarity, for example. Thus, it is evident the tensions and negotiations existing in this relationship, as well as its reflection on the debate abourt social role of knowledge and universities.
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Ensino-aprendizagem de conteúdos de biodiversidade e genética com ênfase em ciências, tecnologia e sociedade
(Universidade Federal do Pará, 2017-10-11) SOUSA, Elson Silva de; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
In the context of science education, the Science, Technology and Society (CTS) approach has been influencing the development of innovative didactic and curricular proposals that can bring significant contributions to the promotion of Scientific and Technological Literacy (STL) of individuals capable of acting with responsibility. I sought to investigate the contributions of the development of a teaching sequence with STS approach on teaching and learning of biodiversity and genetic contents in high school. In this perspective, I present a research with a qualitative approach, of the educational research-action type, whose didactic-pedagogical intervention was developed through a teaching sequence and a didactic notebook constructed, applied and analyzed in this study. To that end, I took as a base the theoretical-practical and methodological references of authors who discuss the teaching of sciences under the STS perspective and the proposition of didactic sequence, contemplating the concepts of STL, curriculum with a STS focus, decision making, training for citizenship, typology of conceptual, procedural and attitudinal contents and the methodological dynamics known as the three pedagogical moments. The implementation of the didactic sequence occurred in real conditions of the classroom, having as participants subjects nineteen students of the third year of high school in a public school of the federal education network. As techniques and instruments of data production, I selected the participant observation, group conversations, the textual production of the students and the application of questionnaires. In the analysis of the data, the studied phenomenon is interpreted and understood, attributing qualified results in an intuitive and systematic way, to evaluate the potentialities and limitations of the developed teaching proposal, both in terms of the quality of the interactions between student-material and studentsstudents, as well as the conceptual, procedural and attitudinal contents seized by the students. The results of the research work indicated that the development of a didactic sequence, with a CTS approach, provides the necessary reflections and discussions for the development of ethical and moral values, attitudes committed to ecological sustainability, and personal positions on social and environmental issues. understanding of scientific knowledge and of the relationships and interactions between science, technology and society.
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História, ciência e natureza na política Ilustrada de D. Rodrigo de Sousa Coutinho para o meio-norte da América Portuguesa (1796-1801)
(Universidade Federal do Pará, 2023-04-18) COSTA JÚNIOR, Flávio Pereira; SANJAD, Nelson Rodrigues; http://lattes.cnpq.br/9110037947248805; https://orcid.org/0000-0002-6372-1185
Science was an important element in the political construction of the Portuguese Empire in the 18th century. It would be through this knowledge that the economic potential of the nature of the possessions would be evaluated, with the aim of developing trade for the benefit of the Crown. It is thus understood that science was a useful colonial instrument to maintain the union between the European center of that Empire with its other portions on the Globe, especially with the colonial States in Portuguese America. Securing territories and developing projects to reach the other empires economically, above all to compete in markets already established by such empires. Fauna, flora and minerals would be objects of this knowledge, and for that purpose qualified men were sent for such research, entering the sertões in search of new specimens and evaluating the already known ones. Agriculture was also part of this study list, in the interest of expanding production. An exemplary case of this type of symbiosis between politics and science was that of Dom Rodrigo de Sousa Coutinho during the period when he was Minister of the Navy and Overseas (1796-1801). Due to the academic background and situation in which this individual was involved, one can see the attention he devoted to nature. As a case study, the thesis focuses on the States of Maranhão and Piauí. The objective of this work is to present how the political vision, through science in the administration of Dom Rodrigo de Sousa Coutinho, had as a project to insert Maranhão and Piauí in international trade.
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A institucionalização do ensino odontológico na Escola Livre de Odontologia do Pará: dos “sacamuelas” aos cientificistas (1911- 1920)
(Universidade Federal do Pará, 2016-07-07) LIMA, Marcelino Carmo de; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The Escola Livre de Odontologia do Pará (Free School of Dentistry of Pará) was created in 1914, with objective to disseminate modern dental education. It was founded by surgeonsdentists, doctors and pharmacists who occupied important positions in the political and institutional structure of the State. The objective of this research is analyze the conditions of dental education institutionalization in the Escola Livre de Odontologia do Pará. The research locates between 1911 and 1920, because it embraces a period in which changes were introduced in the regulation of the dental practice, through the creation of the School, until the moment she fits to national rules laid down for the Faculties, in which the since then became Faculdade Livre de Odontologia do Pará (Free College of Dentistry of Pará). In the research we tried to analyze: the antecedents of the creation of the School; the relationships in dental practice in Pará; the resistances in the process of introduction of new dental practices. For this, the school curricula were analyzed, the registers of the Congregation and discourse of teachers and rulers, etc. Research has shown that before the creation of the School had dentists and practical dentists, who worked at the local dental field. These groups competed for the monopoly of dental practice in Pará. The dentists sought to expand areas of modern dentistry in the midst of society. They argued that their dental practice was scientific. They did use speeches that disqualify the practical dentists. With the creation of the Escola Livre de Odontologia was promoted dental education in the region, aimed at expanding the number of health professionals trained in the order of modern discourse, ie, graduates in scientific discourse. The school sought to expand the space of modern dentistry in the middle of the local population, creating the clinic dental care, which intended to provide dental surgical services free the soldiers of the Military Brigade, interns of the Hospice for the Insane and students from public schools in Belém.
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O Instituto Evandro Chagas na grande imprensa do Pará: 80 anos de história
(Universidade Federal do Pará, 2021-12-01) SOUZA, Kelvin Santos de; SEIXAS, Netília Silva dos Anjos; http://lattes.cnpq.br/3575689258128751
Created on November 10th, 1936, the Instituto Evandro Chagas (IEC) is a research institute linked to the Ministry of Health of Brazil, recognized nationally and internationally for its performance in the area of biological sciences, environment and tropical medicine. However, there is no research on the IEC that articulates the fields of communication and history. This study aims to analyze how the Institute is presented by the press in Pará state, specifically the newspapers Folha do Norte and O Liberal over 80 years (1936-2016), understandingjournalistic production as a result of communicational processes in each era. The sample established for the survey consists of editions of the Institute's anniversary season, from November 9th to 12th of each year during the research period. There were 15 occurrences of the IEC in Folha do Norte and 56 constituting a corpus of 71 texts analyzed. To achieve the general objective, the following specific objectives were established: a) Identify and analyze the possible meaning effects and their dominance in the journalistic coverage of the IEC; b) Identify and analyze the news frames in journalistic statements about the IEC; c) Identify and categorize the sources present in the texts of the analyzed newspapers related to the IEC. The material was analyzed qualitatively from the concepts of meaning effects, news framing and journalistic sources in the enunciation of newspapers, in dialogue with concepts of History. The perceived meaning effects gave rise to three predominant news framings in the period analyzed: The IEC as an agent of the State; The IEC and its history and The IEC in action. Regarding the sources consulted by the press to talk about the Institute, a predominance of official sources was detected; but also a character of witness from history to other sources. Analyzed from a gender perspective, less than 10% of the sources interviewed were female.
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A introdução da Escola Superior do Pará: “Escola de Pharmácia do Pará” e ensino científico (1897-1914)
(Universidade Federal do Pará, 2017-03-22) NASCIMENTO, Sulenir Candida da Silva; Alves, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The objective of this research is to analyze the contributions of the Escola de Pharmácia do Pará to the process of introducing science in higher education in Pará. We chose the year 1897, as the initial mark of the research, due to the creation of the Sociedade Médico-Pharmacêutica do Pará, analyzed in the first chapter as a condition for the creation of the Escola de Pharmácia do Pará. The first years of operation of the Escola de Pharmácia do Pará and coincides with changes brought about by the Rivadavia Correa Law, which reformed and gave new guidelines to higher education in Brazil. We devoted the second chapter to analyzing the social context that influenced the creation of the Escola de Pharmácia, more specifically those related to health issues, where we emphasize the dialogue between elements of modern culture, sometimes represented in policies and institutions linked to sciences, such as Diretoria do Serviço Sanitário do Pará, with elements of traditional culture, represented in the actions of shamans, healers and practitioners. Finally, in the third chapter we examined the presence of the sciences in the Escola de Pharmácia do Pará throughout its first decade of operation, ie, from 1904 to 1914, not in isolation, but as part of a process that was accentuated by the Advance of modernity. We conclude that this institution continued the teaching of science, becoming the pioneer of the introduction of scientific education at the upper level of Para. The sciences, which from the beginning predominated in the curriculum, were expanded during this decade, mainly through the number of disciplines.
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A “máquina para o melhoramento da navegação” de João Francisco de Madureira Pará: a engenhosa história de uma fraude (1825-1832)
(Universidade Federal do Pará, 2023-09-14) NEVES, Bruno Carlos Oliveira; PALACIOS, David Alejandro Ramírez; http://lattes.cnpq.br/6778444980299188
The present work aims to comprehend and elucidate the manufacturing process of the “Machine for the Improvement of Navigation” by the inventor João Francisco de Madureira Pará from the perspective of the cartography of controversies and the Actor-Network Theory. Having as a guiding principle the writings published by Madureira Pará, thus making the inventor the protagonist of this work. And seeking to map the sociotechnical network that was formed around his “Machine” initially in Portugal, but with greater emphasis on the period in which he worked on his invention in Rio de Janeiro, between the years 1825 and 1832, this work takes into account the social and political context in the two kingdoms, the particular interests and the scientific understanding of the inventor, the time and the formation of antagonistic groups that, due to the discovery of new sources, forced us to review the life trajectory of Madureira Pará. Therefore, and with a more careful analysis of his writings, we ended up discovering that the “ingenious inventor”, as he was considered by some historians and researchers, was, someone who, through a very well-elaborated fraud, deceived the imperial government of Brazil, especially Emperor Pedro I, with the promise of a “revolutionary machine of navigation” that never existed. The description of the controversies in which the “inventor” was involved allowed us not only to discover the fraud, but also showed us, from its relationship, how the First Reign dealt with issues related to the scientific development of the Empire that, still guided by old charters published by D. João VI, failed to realize that Madureira Pará, was really very “ingenious”, except to manufacture his “great invention”.
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A marca Instituto Evandro Chagas e a Amazônia enquanto território produtor de ciência
(Universidade Federal do Pará, 2023-06-26) BASTOS, Fábio Augusto Silva; AMARAL FILHO, Otacílio; http://lattes.cnpq.br/2605877670235703; https://orcid.org/0000-0001-5467-8528
This study analyzes the brand discourse of the Instituto Evandro Chagas (IEC) considered one of the most important research institutions in the North region founded in 1936, to understand how this discourse presents the Amazon region as a territory that produces science. Four institutional disclosure documents of the IEC from 1990 to 2021 and semi-structured interviews with researchers from the institution were used as research corpus, in addition to documents referring to the history of the Institute. This is an exploratory qualitative research, as a methodology for brand analysis, it uses a multiperspective approach (BONIN, 2008) with brand concepts and project/manifestations model proposed by Semprini (2010) together with the theory of social discourses, media discourse analysis, and reading contract of Verón (1983; 1986; 1987; 2004). As a theoretical view to observe the investments in the brand's meaning, the concept of the Amazon Brand (AMARAL, 2011, 2015, 2016) is used with other authors who analyze the Amazon region, its history, imagery, and symbolic constructions (COSTA, 2017; DUTRA, 2003; GONDIM, 2007; LOUREIRO, 2022). Decolonial theories (QUIJANO, 1993; MIGNOLO, 2003, 2017) and abyssal thinking (BOAVENTURA, 2009) are also used as an epistemological basis for a critical point of view about symbolic constructions of the hegemonic model of science as a way of legitimizing Eurocentric superiority and as a factor of geopolitical hierarchization in the production of knowledge. As a result, there is an ambiguous condition: it appears that the Amazon region is discredited and peripheral when the local production of science is in focus, but at the same time, it retains a high degree of visibility in the production of science in/ and about the Amazon.
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As representações a partir de enunciados dos alunos em um Clube de Ciências
(Universidade Federal do Pará, 2020-08-26) ARAÚJO, Marinalva Soares de; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This study aimed to analyze the characterization of the representations in statements produced during the investigative activity on the Science Club in the construction of meanings found by the students. The methodology of this research is the qualitative approach with the constitution of the data made from elements of the participant observation, material of video recordings, audio recordings and texts produced by the students during SEI. It was realized at the Science Club Prof. Dr. Cristovam W. Diniz space and the participants were students who attended the 5º or 6º years of the Middle School, with the ages between 11 and 12 years old. For the procedures of data analysis, we rely on the transcription, description and interpretation of students' statements during the proposed investigative activity, which had the proposition that insects were separated into groups and differentiated from other animals. The theoretical support used was an interface between Jean Piaget's studies on cognitive representations, the work with discursive statements based on Michael Foucault and institutional analysis of Marlene Guirado's discourse. The results showed that their statements were linked to the SEI steps, in the way they solved the proposed problem, they made relationships between activity and daily life through the use of explanations and inferences and a language of referencing and negotiation of meanings. Inside that meaning, the Science Club was not constituted only as cognitive operations, but it maintained a relationship with the statements in the assimilation and accommodation processes for the construction of meanings, in this anthropic space of construction of knowledge.