Navegando por Assunto "Teoria do conhecimento"

Agora exibindo 1 - 8 de 8

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Capital intelectual versus capital cultural científico no campo acadêmico da Educação física
(Universidade Federal do Pará, 2015-05-25) LOBATO, Antonino Cezar Leite; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
The main purpose of this research aimed to anlyze the epistemological space in which to set up the Scientific Field of Physical Education area in Brazil from the academic production from the Graduate Programs inherent to it. How to setup and features the intellectual and scientific capital in the academic production from the field of Physical Education in Brazil? How high-level qualification of which are invested teachers of higher education graduates with master's and doctorate is an intellectual capital able to generate and consolidate the production of scientific cultural capital in the Field of Physical Education area? As this phenomenon is metamorphosed in the strategies and disputes over intellectual productivity among the agents that make up the faculty that operates in Scientific Field of Graduate Programs in Physical Education, ranked by CAPES with notes 3, 4, 5 and 6? How intellectual capital acquired with the high-level training is transformed into scientific cultural capital can enhance the generation of knowledge in this field? The study was based on bibliographic and documentary analysis with theoretical foundation in the field of concept proposed by Pierre Bourdieu. I have chosen as a historical period to study object of analysis the 2003-2013 interval. Despite being late and have intensified since the 2000s the construction of the Field of Physical Education in Graduate Programs, the production of intellectual capital has expanded, however, between the programs classified by CAPES with notes 3, 4, 5 and 6, this dynamic is makes up amid the epistemological crisis and asymmetrically in terms of the generation of scientific cultural capital, ie the high-level training, does not guarantee that the researcher perform and contribute to the production of knowledge your area and this does not occur uniformly. Therefore, this phenomenon triggers the formation of zones of tension between intellectual capital and scientific cultural capital, since its agents start to adopt different strategies to design the academic field through the production that can bring together, in different application interstices triennial reviews and supported in the established rules.
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Criança de um planeta chamado Combu: modos de aprender e ensinar arte, vida e amor
(Universidade Federal do Pará, 2018-12-21) SILVA, Adriele Cristine Silva da; LEÃO, Ana Cláudia do Amaral; http://lattes.cnpq.br/3091200390689592
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A crítica de David Hume ao ceticismo pirrônico na obra "Investigação sobre o entendimento humano" e a crítica contemporânea ao pirronismo de "Sexto empírico"
(Universidade Federal do Pará, 2017-08-11) ARAÚJO, Paulo Roberto Freitas; MEIRELLES, Agostinho de Freitas; http://lattes.cnpq.br/7826494085324141
Our goal with this work is to develop a exposition of the David Hume’s criticism against the Pyrrhonean Skeptics in the work An Enquiry Concerning Human Understanding, showing that it stands in the light of the contemporary understanding of skepticism outlined by Sextus Empiricus in Book I of Outlines of Pyrrhonism. We will see by what argument Sextus argues, in the side of the pyrrhonist, a life without beliefs. Then, we compare the work of Sextus with, mainly, the debate’s conclusions between Michael Frede e Myles Burnyeat (urbane and rustic interpretations) concern the possibility of the pyrrhonist engage coherently in his Pyrrhonism, t. is, the Pyrrhonean modus vivendi without beliefs, endorsing the Burnyeat’s position about it infeasibility. We will present, furthermore, a virtual bibliography by which Hume could have educated himself concerning Sextus and his Pyrrhonism, objections presented by Julia Annas against the comprehension of Hume about ancient skepticism and, finally, we will ponder the position of some commentators who see in the mitigated skepticism of Hume, first of all, a sort of Pyrrhonism. Armed with this analyzes, to the extent that the core of Hume’s criticism is the total suspension of beliefs by the pyrrhonists, as well as the inescapable human nature grounded in the instinctive mechanism of habit or custom as the generator of beliefs concerning the empirical objects of our reasoning, then, one cannot deny the validity of Hume’s critique.
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Kant e a refutação do idealismo nas edições A e B da CRP: aporia ou solução ao idealismo?
(Universidade Federal do Pará, 2017-05-10) SANTOS, Claudio Tobias Akim; SOUZA, Luís Eduardo Ramos de; http://lattes.cnpq.br/7892900979434696
This work is concerned with the Refutation of idealism proposed by Kant in the Critique of Pure Reason, where we intend, initially, through a critical and conceptual analysis that the subject demands, to address the questions that Kant raises against skeptical idealism, and also, to position ourselves as to the sufficiency of the proof proposed by Kant as a solution to the problem of the real existence of objects outside consciousness, both in the Fourth paralogism (edition A) and in the Refutation of idealism (edition B). Later we will show that the arguments of the Fourth paralogism of the A edition together with the Refutation of the idealism of the B edition are sufficient for the refutation of the skeptic and finally prove the real existence of the external objects.
Acesso aberto (Open Access)
Limites epistemológicos da filosofia dialética na produção do conhecimento científico em educação
(Universidade Federal do Pará, 2017-06-06) SOARES, Raimunda Lucena Melo; CORRÊA, Paulo Sérgio de Almeida; http://lattes.cnpq.br/7102416953096612
Study on the complexity of the epistemological limitations of the dialectical philosophy in researches in the field of education. How are the epistemological limitations of dialectical philosophy configured in research in education, despite the recognition of its heuristic capacity and its logical organicity? What is the place of importance attributed to the Dialectic Philosophy within the production of scientific knowledge in the field of educational research in Brazil? What is the Dialectic Philosophy receptivity in the investigative practices of researchers in education in Brazil? How to setup the scientific research method and what themes and study objects are privileged in the construction of scientific knowledge in education? What are the epistemological limits in dialectical approach when its assumptions are applied in the construction of doctoral theses from the Graduate Program in Education? The general objective of the study was to understand and expose the epistemological limits that permeate the formation of researchers and the construction of scientific knowledge in the area of education under the influence of Dialectical Philosophy. Specifically, it aims to analyze the importance given to Dialectic Philosophy in knowledge production in theses developed within the Postgraduate Programs of education area; to reflect on the receptivity of the Dialectic Philosophy in the investigative practices of researchers in education and contributions of historical dialectical materialism for the researcher formation in this subject area; to discuss the construction of knowledge logic expressed in the research methods used in the doctoral theses aiming the production of scientific knowledge in education area; and analyze the epistemological implications of the dialectical approach in the production of scientific knowledge resulting from doctoral theses. Starting from an epistemological approach based on Dialectical Philosophy, especially materialism and historical ones. The bibliographical and documentary sources were chosen as the main basis of the research, highlighting works of Karl Marx and Friedrich Hegel and doctoral thesis supervised by Professors Antônio Joaquim Severino and Dermeval Saviani. The historical time span of the research covered the period from 1974 to 2015. I could see that the dialectical approach in educational research, including in its historical materialist conception, presents limitations that are not only of the order of the theoretical insufficiency of the researchers who adopt their presuppositions in the researches they carry out, but because of the complexity in which the tensions originate Epistemological implications implicit in such philosophy, due to the contradictory character in which the movement of the real and its own logic is established, the difficulty of putting into practice dialectical historical materialism, in the perspective of the praxis transforming reality, as well as the way authors construct their heuristic objects and methods in the process of producing scientific knowledge. Therefore, the multiplicity of dimensions and relations of the object in the historical context implies still more in the complex presence of the limits of the dialectic, in spite of its heuristic capacity in the researches in education. Based on the principle of contradiction, I have been able to conclude that these limits are explained by principles and conceptions at the heart of dialectical logic, both from an ideal point of view and from a material perspective, and which are forged along with epistemological possibilities. Finally I inquire and point out some vestiges of the limitations faced in the construction of this thesis.
Acesso aberto (Open Access)
Obstáculos epistemológicos no estudo do calor
(Universidade Federal do Pará, 2004-10-30) RIBEIRO, Elinete Oliveira Raposo; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970
The intention of this work is to identify epistemological obstacles in the process of construction of related physical concepts to the heat, from the epistemology of Gaston Bachelard. The research was developed, having as public target, students of third series in the average education of a public school of Belém. For the identification of epistemological obstacles, a questionnaire of opened answers was elaborated, which was applied, first in a group, objectifying the validation of the inquiry instrument. This test, guided the reformulation of the questionnaire for future application in other groups. The answers make possible three different strategies of analysis: in the first one it was focused presence of epistemological obstacles without restricting students or questions, from which it was identified the presence of substantiality obstacle, first experience, verbal, realistic and animistic common knowledge; second it was guided to detect epistemological obstacles disclosed by each student, in all the set of questions, where we verify the presence of at least one epistemological obstacle in the set of answers of each student; third it searched to relate each question (topical) with the corresponding epistemological obstacles, where we verify that the obstacles of the first and substantiality experience were present in answers of almost all the boarded topics, and the obstacles of, verbal, realistic and animistic the common knowledge, are present in lesser frequency. In the attempt to contribute with the improvement of Physics Education, the work shows some suggestions to the theacher, searching the overcoming of these obstacles for the students.
Acesso aberto (Open Access)
O ofício de benzer como produção de conhecimento: etnografando práticas de benzeção do município de Tracuateua – PA – Amazônia – Brasil
(Universidade Federal do Pará, 2020-08-31) CASTRO, Rita de Cássia de Quadros; VILLACORTA, Gisela Macambira; http://lattes.cnpq.br/4673875521234184
The craft of blessing consists of a cultural practice of popular knowledge in the Municipality of Tracuateua/ PA related to religious healing. Besides its intrinsic spiritual aspects, blessing is an important source of knowledge production for that community, despite the devaluation of its practice in relation to scientific knowledge. On regard to this theme, this work aimed, through an ethnographic study, to analyze the epistemology of blessing, from popular knowledge and healing practices, based on the concept of education of attention proposed by Tim Ingold. We seek to report the impacts of the overlapping of scientific knowledge over other knowledge, to identify the reasons for the devaluation of blessing practices and to signal the importance of dialogues between knowledges and the valorization of knowledge, regardless of its origin. From this epistemological analysis, we aim to subsidize public policies for the valorization of knowledge and cultural practices.
Acesso aberto (Open Access)
Teoria do inventário epistemológico: método e regras de aplicação
(Universidade Federal do Pará, 2010-06) MONTARROYOS, Heraldo Elias de Moura