O artigo argumenta que a teoria dos poderes políticos de Thomas Hobbes no Leviatã é inovadora, consistente e muito bem integrada no debate da época e em sua filosofia política. Essa teoria se revela na versão latina do Leviatã com a inserção pelo autor do binômio da potentia e da potestas, que traduz a palavra power, tornando explícita uma distinção que antes poderia ser compreendida apenas analiticamente. O uso dos dois conceitos por Hobbes é um tema pouco explorado pela literatura (...) e, mesmo aqueles e aquelas especialistas que tratam do binômio não interpretam adequadamente o texto hobbesiano nem oferecem uma contextualização do tema no debate da época. O presente artigo busca preencher essa lacuna. (shrink)

Thomas Scanlon buscou desenvolver uma abordagem contratualista da moralidade partindo de argumentos fundados apenas em princípios que ninguém poderia razoavelmente rejeitar. Ele acreditava que a maior parte das teorias contratualistas era fundamentada apenas em acordos realizados por agentes autointeressados e queria apresentar uma versão diferente de contrato social. Ele decidiu, então, chamar contratualismo sua teoria e outras fundamentadas na razoabilidade e contratarianismo aquelas fundadas na racionalidade entendida como busca pelo autointeresse. Essa se tornou uma distinção usual e Hobbes tem sido (...) classificado como contratarianista. A posição ocupada por Hobbes deveria, entretanto, ser examinada em detalhe. A compreensão de Hobbes da racionalidade é diferente do autointeresse. Além disso, ele liga a descoberta das leis de natureza, que comandam a reciprocidade, à razão. No entanto, o interesse na preservação da própria vida é um fim importante na teoria dele. O objetivo do presente artigo é mostrar que a teoria de Hobbes é mais interessante e complexa do que a definição do contratarianismo. (shrink)

Thomas Hobbes’s most important recommendations for a sovereign reader concerned the governing of opinion. Due to the spread of false doctrines and their powerful champions, Hobbes was afraid that subjects would have opinions contrary to the maintenance of peace. His solution comprehended a combination of civic education and censorship. This text explains how Hobbes justifies his recommendations from the perspective of individual deliberation. It argues that Hobbes conceived censoring circulating doctrines as a way of keeping subjects’ minds like clean paper, (...) ready for the sovereign to imprint civil doctrine in them through teaching, thereby increasing the chances of influencing subjects’ (free) deliberation, and thus of producing obedience. (shrink)

Translation into Portuguese of SEP entries on Philosophy of Economics.

Hobbes’s account of the sovereign’s right to punish in Leviathan has led to a longstanding interpretive dispute. The debate is prompted by the fact that, prima facie, Hobbes makes two inconsistent claims: subjects (i) authorize all the acts of the sovereign, and are hence authors of their own punishment, yet (ii) have the liberty to resist such punishment. I argue that attending to Hobbes’s surprisingly neglected account of power yields a novel interpretation of his theory of punishment. Hobbes, it turns (...) out, is working with two conceptions of power: potestas, a juridical power, and potentia, a factual power. Each power grounds one of the ‘inconsistent’ claims above: potestas founds the authorized condemnation by the legal system, and potentia the factual enforced penalty, which is not directly authorized and can be resisted. (shrink)

Diagnosing Challenging Oppositional Disorder on children and young people is approached by health as a disorder that has a compilation of features that can even make the disorder easily camouflaged or confused with others, such as Attention Deficit Hyperactivity Disorder or Disorder. In addition to the discussions of a TOD’s clinical perception, it’s necessary to deconstruct some norms and look at this difference, through another perception in which it allows us to reflect TOD from a philosophical social perspective.This research sought (...) to reflect on characteristics present in the Disorder and problematize them according to the theory proposed by Michael Foucault about governmentality, this being a concept that basically expresses a manifestation of power in which conducts the conduct of the persons. As a result, the research points out that it is essential to analyze and monitor the behavior of children with suspicion of COD in different contexts, not supporting them only in medical characteristics. Relating to the concepts of the difference’s philosophy, can see children’s attitudes, seen by society as a diversion of behaviors, as manifestations of reverse-behaviors or even, resistance stemming from a normalizing society in the various institutions scattered by social knitting: at school, or family, which are the two most cited in this article. In short, society must have a distinctly deconstructed way of subjectivizing children to future subjects who practice freedom. Keywords: Challeging oppositional Disorder. Governmental. Power relationship. (shrink)

Thomas Kuhn's philosophy of science, which he developed by focusing on physics, was later applied by other authors to virtually all areas or disciplines of culture. What interests me here, however, is the movement in the opposite direction: the role that one of these disciplines, history of art, played in the conception of Kuhn'stheoryof science.In a 1969 article, his only published text concerning science and art, Kuhn makes a brief and intriguing observation about The Structure of Scientific (...) Revolutions. He says the book was a belated product of his discovery of the parallels between science and art. This is a retrospective assertion about Structure, as well as that of the... (shrink)

In this paper I identify a tension between the two sets of works by Kuhn regarding the genesis of the “new historiography” of science. In the first, it could be said that the change from the traditional to the new historiography is strictly endogenous. In the second, the change is predominantly exogenous. To address this question, I draw on a text that is considered to be less important among Kuhn’s works, but which, as shall be argued, allows some (...) contact between Kuhn’s two approaches via Koyré. I seek to point out and differentiate the roles of Koyré and Kuhn – from Kuhn’s point of view – in the development of the historiography of science and, as a complement, present some reflections regarding the justification of the new historiography. (shrink)

A Coletiva Corpos Insubmissos, grupo de pesquisadoras negras, tem entendido cada vez mais a importância de ocuparmos, de forma insubmissa, os lugares de fala, mas também de escrita, um universo bastante desafiador para nós, mulheres negras. Neste sentido, o texto que apresentamos nesta publicação nasce de uma entrevista-conversa realizada com Jess Oliveira em setembro de 2020. Nesse sentido, partindo da importância política da linguagem, dos diálogos transnacionais e da tradução para pensar a luta anticolonial, a Coletiva, entrevistou-conversou com Jess (...) Oliveira sobre a importância da autodefinição, o papel da linguagem, o processo de tradução e a importância das intelectuais negras na produção de práticas de insubmissão. (shrink)

Despite the importance of the “historiographical revolution” in Kuhn’s work, he did not carry out a specific study about it. Without a systematic investigation into it, he even affirms that the “old” historiography of science (OHS) is unhistorical, suggesting its summary disqualification in the face of his “new historiography” of science (NHS). My wider project, of which this paper is a part, is to better discuss the issue of the justification of the NHS. In this paper, I discuss the (...) justification (and the genesis) of the OHS, focusing on Condorcet and Comte and resorting especially to Koyré. This will allow us to understand that the relation between the OHS and the NHS is a new instance of inter-theoretical incommensurability. And, indeed, that the NHS is not stricto senso a new historiography. It is the same historiography used for other disciplines (art, philosophy), which in the twentieth century begins to be applied to science as well. (shrink)

The purpose of this article is to respond to Thomas Uebel´s criticisms of my comments regarding the current revisionism of Carnap´s work and its relations to Kuhn. I begin by pointing out some misunderstandings in the interpretation of my article. I then discuss some aspects related to Carnap´s view of the history of science. First, I emphasize that it was not due to a supposed affinity between Kuhn´s conceptions and those of logical positivism that Kuhn was invited (...) to write the monograph on the history of science for the Encyclopedia. Three other authors had been invited first, including George Sarton whose conception was entirely different from Kuhn´s. In addition, I try to show that Carnap attributes little importance to history of science. He seldom refers to it and, when he does, he clearly defends a Whig or an “old” historiography of science, to which Kuhn opposes his “new historiography of science”. It is argued that this raises serious difficulties for those, like Uebel, who hold the view that Carnap includes the historical or the social within the rational. (shrink)

IntroductionThere is a need to maintain rehabilitation activities and motivate movement and physical activity during quarantine in individuals with Cerebral Palsy.ObjectiveThis paper sets out to evaluate the feasibility and potential benefits of using computer serious game in a non-immersive virtual reality implemented and evaluated completely remotely in participants with CP for Home-Based Telerehabilitation during the quarantine period for COVID-19.MethodsUsing a cross-sectional design, a total of 44 individuals participated in this study between March and June 2020, 22 of which had CP (...) and 22 typically developing individuals, matched by age and sex to the individuals with CP. Participants practiced a coincident timing game1 and we measured movement performance and physical activity intensity using the rating of perceived exertion Borg scale.ResultsAll participants were able to engage with the VR therapy remotely, reported enjoying sessions, and improved performance in some practice moments. The most important result in this cross-sectional study was the significant increasing in rating of perceived exertion in both groups during practice and with CP presenting a higher rating of perceived exertion.ConclusionChildren with CP enjoyed participating, were able to perform at the same level as their peers on certain activities and increased both their performance and physical activity intensity when using the game, supporting the use of serious games for this group for home therapy and interactive games.Clinical Trials Registrationhttps://Clinicaltrials.gov, NCT04402034. Registered on May 20, 2020. (shrink)

Features of threatening cues and the associated context influence the perceived imminence of threat and the defensive responses evoked. To provide additional knowledge about how the directionality of a threat (i.e. directed-towards or away from the viewer) might impact defensive responses in humans, participants were shown pictures of a man carrying a gun (threat) or nonlethal object (neutral) directed-away from or towards the participant. Cardiac and electrodermal responses were collected. Compared to neutral images, threatening images depicting a gun directed-towards the (...) participant induced sustained bradycardia and an increased electrodermal response, interpreted as immobility under attack. This defensive immobility reaction is evoked by high perceived threat and inescapable situations and indicates intense action preparation. Pictures of guns directed-away from the participant induced shorter bradycardia and no significant modulation of the electrodermal response compared to neutral pictures, which might be consistent with the perception of a less threatening situation. The results show that the directionality of threat stimuli is a key factor that prompts different patterns of defensive responses. (shrink)

The purpose of this article is to respond to Thomas Uebel’s criticisms of my comments regarding the current revisionism of Carnap’s work and its relations to Kuhn. I begin by pointing out some misunderstandings in the interpretation of my article. I then discuss some aspects related to Carnap’s view of the history of science. First, I emphasize that it was not due to a supposed affinity between Kuhn’s conceptions and those of logical positivists that Kuhn was invited (...) to write the monograph on the history of science for the Encyclopedia. Three other authors had been invited first, including George Sarton whose conception was entirely different from Kuhn’s. In addition, I try to show that Carnap attributes little importance to the history of science. He seldom refers to it and, when he does, he clearly defends a Whig or an ‘old’ historiography of science, to which Kuhn opposes his “new historiography of science”. It is argued that this raises serious difficulties for those, like Uebel, who hold the view that Carnap includes the historical or the social within the rational. (shrink)

In recent years, a revisionist process focused on logical positivism can be observed, particularly regarding Carnap’s work. In this paper, I argue against the interpretation that Kuhn’s The Structure of Scientific Revolutions having been published in the International Encyclopedia of Unified Science, co-edited by Carnap, is evidence of the revisionist idea that Carnap “would have found Structure philosophically congenial”. I claim that Kuhn’s book, from Carnap’s point of view, is not in philosophy of science but rather in history (...) of science (in the context of a sharp discovery–justification distinction). It could also explain the fact that, despite his sympathetic letters to Kuhn as editor, Carnap never refers to Kuhn’s book in his work in philosophy of science. (shrink)

A adolescência é um período do desenvolvimento acompanhado de importantes mudanças na esfera física, psicológica e social, caracterizando-se como um momento de transição para a vida adulta. A presente pesquisa investigou algumas repercussões que uma doença crônica como a fibrose cística possui dentr..

Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...) KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

O estudo dos fatos e episódios científicos é importante no sentido de possibilitar a compreensão do desenvolvimento das Ciências em contextos tanto do ensino, em diversos níveis, quanto da pesquisa. No entanto, a leitura dessa construção histórica precisa considerar visões de Ciência que superem as perspectivas lineares e neutras sobre a construção do processo de produção científica. Sob tal perspectiva, propõe-se nesse artigo uma releitura do movimento de elaboração do modelo da dupla hélice do DNA a partir do aporte epistemológico (...) de Thomas Kuhn. Entendemos ser este um contexto importante que permeia a formação científica, tanto na educação básica quanto no ensino superior, no campo das Ciências Biológicas e que os conceitos desenvolvidos a partir da elaboração do modelo da dupla hélice são basilares para a compreensão de conhecimentos relacionados à genética, citologia, evolução, dentre outros. No processo de revisitar esse recorte histórico, identificamos os embates teóricos entre pesquisadores de diversos campos, a competição e o consenso como elementos que mobilizam a busca de respostas na concretização de um novo paradigma. Dessa forma, a dinamicidade da Ciência se mostra presente rejeitando a ideia do dado pronto e valorizando o processo no qual o conhecimento se constrói. Propomos que este seja um exercício de reflexão considerando-se que revisitar a história da Ciência a partir de diferentes perspectivas epistemológicas pode propiciar aos sujeitos novos olhares em um devir que descortine conceitos construídos de maneira dinâmica por homens e mulheres que, entre ires e vires, dão significado aos fenômenos que nos rodeiam. Palavras-chave: DNA, Thomas Kuhn, ciência normal, revolução científica. (shrink)

Le texte traduit ici a été publié dans la Revue de Métaphysique et de Morale en janvier 1901. Il s’agit d’une chronique d’Alain, pseudonyme utilisé par Émile Chartier, dans lequel il cherche à affirmer que la Raison serait l’instrument le plus efficace d’un ordre social donné. La Raison serait donc le vrai Dieu et il serait juste de dire qu’on lui doit un Culte. La traduction a été réalisée par le Groupe de Traduction du Département de Philosophie de l’Université de (...) Brasilia, coordonné par le Professeur Philippe Lacour. Le groupe se propose de traduire régulièrement des ouvrages de philosophie encore inédits en langue portugaise et de les rendre disponibles dans des périodiques en accès libre. Le travail de traduction est produit de manière collaborative via la plate-forme numérique Traduxio (https://traduxio.org/). (shrink)

Simone Weil (1909-1943) foi filósofa, escritora, ativista política e humanista. Nasceu em Paris, no seio de família judaica. Formou-se em filosofia pela Université de Sorbonne e se tornou a primeira mulher catedrática da França. Militou fervorosamente pela causa dos trabalhadores fabris e, posteriormente, lutou na Guerra Civil Espanhola. Faleceu aos trinta e quatro anos por motivos de saúde.[1] [1] Para mais informações, vide texto disponível em:. Acesso em: 25 de junho de 2019.

RESUMO: Os intérpretes dos manuscritos de Leonardo da Vinci partilham dos mesmos sentimentos de espanto e de fascínio quando examinam sua contribuição para a ciência moderna. Podemos, contudo, perceber uma constante tentativa em prol de uma revisão histórica acerca do papel desempenhado por Leonardo. Observando a história dessas revisões, é possível detectar aspectos significativos das perspectivas históricas e historiográficas dos envolvidos nessa discussão. É o que pretendemos fazer neste trabalho, focando a controvérsia entre Duhem, por um lado, e Sarton, Koyré (...) e Rossi, por outro. Ao fazer isso, buscamos discutir alguns traços que marcam a distinção entre uma historiografia mais antiga e a nova historiografia da ciência, tal como exposta por Thomas Kuhn. ABSTRACT: Interpreters of Leonardo da Vinci's manuscripts share the same feelings of astonishment and fascination when they examine his contribution to modern science. However, it is possible to perceive an ongoing attempt towards a historical revision of the role played by Leonardo. Observing the history of this ongoing revision, it is possible to detect significant aspects of the historical and historiographical perspectives of those involved in this discussion. This article deals with the controversy between Duhem's point of view, on the one hand, and the views of Sarton, Koyré, and Rossi on the other. It aims to show some features that distinguish an older historiography from the new historiography of science as presented by Thomas Kuhn. (shrink)

Depois dos anos 60, e especialmente depois da repercussão da obra kunhiana, tornou-se comum a distinção entre o ponto de vista continuísta e o descontinuísta na avaliação do desenvolvimento científico. Kuhn passou a ser visto como o grande descontinuísta ao lado de Koyré e Butterfield e foi considerado o causador de uma grande mudança no modo de se conceber o desenvolvimento da ciência. Em diversas abordagens, a noção de continuidade tem sido, muito frequentemente, equiparada à acumulação, que implica necessariamente (...) a negação da existência de revoluções científicas. Neste trabalho, buscamos mostrar que o emprego dos adjetivos “cumulativista” ou “continuísta” em oposição ao termo “descontinuísta” pode tanto suscitar interpretações equivocadas de visões históricas quanto estabelecer aproximações entre visões bastante distintas. Isso parece claro quando se analisa, por exemplo, as concepções de Sarton, Conant e Kuhn sobre a acumulação, tarefa a que nos propomos. A análise propicia considerações sobre os papeis desses pensadores na história da ciência. (shrink)

Em consideração às posturas de Kuhn e seus críticos, voltaremos nossa atenção para refletirmos sobre a possibilidade de uma ciência normal. A pergunta motivadora do problema central deste texto será: Há realmente uma ciência normal no sentido proposto por Kuhn? Pretendemos oferecer uma resposta que anuirá parcialmente com o ideal kuhniano de ciência normal.

O texto aqui traduzido foi publicado originalmente na Revue de Métaphysique et de Morale, em janeiro de 1901. Trata-se de um dos artigos publicados por Alain, pseudônimo utilizado por Émile Chartier. A tradução foi realizada pelo Grupo de Tradução do Departamento de Filosofia da Universidade de Brasília, coordenado pelo Professor Philippe Lacour. O grupo se propõe a traduzir regularmente obras de filosofia ainda inéditas em língua portuguesa e disponibilizá-las em periódicos de acesso livre. O trabalho de tradução é produzido de (...) maneira colaborativa através da plataforma digital TraduXio (https://traduxio.org/). (shrink)

In his introductory textbook, Philosophy of natural science, Hempel presents, as an illustration and a starting point for an analysis of the processes of inventing and testing scientific theories, an account of the researches of Semmelweis the Hungarian physician who, in the middle of the xixth century, discovered the cause of puerperal fever and an effective method of prevention. The account does not involve anything that is factually untrue, but it is quite succinct, leaving out many important aspects of the (...) case. Our thesis is that, although those omissions are justified in view of the aims of the account, they are also convenient to Hempel, because they help to propagate an image of science which goes much beyond the processes of invention and test. It is an image which reflects the positivist conception of science, and thus, whatever the intentions of the author, contributes to the dissemination and strengthening of that conception, but which, at least in this case, does not correspond to reality. To demonstrate the thesis, we give an account of the parts of Semmelweis's story omitted by Hempel, and we show how they do not fit in with the positivist image of science. Along the way, we distinguish three types of critique of positivist historiography: the Kuhnian, the post-modern, and the engagé. In the conclusion, we present some considerations concerning the medical research of today. -/- . (shrink)

O texto apresenta e discute o tema da interdisciplinaridade com foco especial sobre as ciências humanas a partir de dois movimentos articulados. Na primeira parte dedicamo-nos à elaboração do problema da fragmentação cultural por alusão à “ambiência moderna” como modo historicamente determinado de relação com a cultura e o saber, particularmente motivado pelo que Thomas Kuhn chama de “ciência normal”. Na segunda parte, e à luz de tais considerações históricas e epistemológicas da subjetivação moderna, importa apontar os desafios implicados (...) no projeto de uma formação interdisciplinar e ao mesmo tempo sinalizar para alguma estratégia de enfrentamento do problema da fragmentação cultural – encarado na condição de fenômeno histórico profundamente ancorado. A ampla fragmentação cultural, que as estratégias múltiplas de abordagem “interdisciplinar” pretendem combater no cenário da formação escolar, é especialmente experimentada como compartimentalização disciplinar do currículo em geral e das ciências humanas aqui miradas. Neste contexto, sustentamos que o componente curricular de filosofia, mas também o espírito filosófico pedagogicamente dilatado compõem respectivamente formação e estratégia epistemológica promissoras para o enfrentamento da fragmentação cultural no registro da interdisciplinaridade. (shrink)

OLIVEIRA, Marcos Roberto Alves. O confronto entre Thomas Kuhn e Imre Lakatos sobre a Racionalidade Científica. São Luís, Editora UEMA, 2015. 160p.

Apresenta-se resultados de uma pesquisa desenvolvida na área da educação de surdos, realizada no período de 2015 a 2017, com financiamento da Fundação de Amparo à Pesquisa do Estado de São Paulo. A investigação aconteceu em salas de aulas do ensino fundamental II, com a presença de alunos surdos e intérpretes educacionais, de uma escola municipal inclusiva no interior do estado de São Paulo. Percebe-se em que medida o percurso escolar anterior dos alunos surdos facilitaram a interação com os profissionais (...) tradutores e intérpretes de língua de sinais educacional. Conclui-se que os alunos surdos que passaram por salas bilíngues com a língua de instrução Libras, nos anos iniciais do ensino fundamental I, apresentaram uma melhor relação com os TILSE. (shrink)

Este é o segundo texto produzido pela investigação de inspiração etnográfica ‘Eu, Pedagoga’ e busca revisar e dar seguimento a sistematização dos estudos e análises advindas da sua primeira etapa, apresentada no relato de experiências com o título “Questões étnico raciais no ato de currículo Memoriando: identidade em conflito ou o silenciamento de si?”. O conjunto de argumentos e posições aqui pontuadas, resultaram, por sua vez, do esforço de compreensão de 06 entrevistas tópicas que selecionamos de forma criteriosa junto aos (...) estagiários da disciplina Pesquisa e Estágio em Espaços Não Escolares do Curso de Pedagogia, que relutaram, mas que terminaram se envolvendo com o desafio de colaborar com esta investigação. Palavras-chave: Memoriando. Ato de Currículo. Questões Étnico Raciais. (shrink)

Este artigo promove uma leitura sobre noções de alguns pensadores da Contemporaneidade que levam em consideração as “práticas do homem sobre si mesmo”, tendo por limites as teses de mnemotécnica de Nietzsche e de antropotécnica de Sloterdijk, as quais apresentam o intuito de mostrar como ocorreu a “adaptação” humana a estatutos sociabilizantes ao longo de milênios, mas percebida de maneira intensiva somente a partir do século XIX. Processos de contenção, cuidado do homem para com o homem e domesticação são expostos (...) apontando as fragilidades desse ser, bem como os novos rumos da Filosofia Contemporânea diante de todos os anseios humanos por controle, manutenção e manipulação da vida. (shrink)

Resumo: A atuação do tradutor e intérprete de língua de sinais no contexto educacional inclusivo é tema de constantes embates teóricos acerca da concepção de seu ‘papel’. Desse modo, verificam-se prescrições que delimitam suas práticas e atribuições pela caracterização de uma pretensa ‘identidade’ profissional. Na contramão disso, esse estudo tenciona um adensamento analítico acerca daquilo que é produzido na atividade interpretativo-pedagógica do intérprete educacional, fora do âmbito da ‘identidade profissional’, mas no âmbito das efetivas ações produzidas pela posição e contextos (...) de ensino, assumidos na prática cotidiana. Assim, entende-se que essa função interpretativa se constitui na lógica da ‘diferença’, pela ativação relacional e pedagógica com o sujeito surdo no contexto escolar. A tese empreendida é a de que a função pedagógica do intérprete educacional é estabelecida como efeito do ato educativo. Nosso foco se dará na análise do aprender surdo e sua co-construção de conhecimento, produzidos com e pelos signos emitidos pelo intérprete educacional como efeito do acontecimento educativo. Portanto, cabe neste artigo, analisar o movimento conceitual da posição-mestre a partir dos estudos da hermenêutica do sujeito, em Michel Foucault, sendo ela articuladora da função interpretativo-pedagógica do intérprete educacional que se materializa no e pelo contexto de ensino. Palavras-chave: Intérprete educacional; Libras; Posição-mestre. The role of the educational interpreter and deaf learning: an analysis of the master position in the educational relationship in an inclusive classroom Abstract: Sign language translators and interpreter’s part within inclusive education constantly rises theoretical debates about the conception of their 'role'. Thus, we commonly see prescriptions that delimit their practices and attributions by characterizing a supposed professional "identity". Nevertheless, this study aims to analyze what is produced in the interpretive-pedagogical activity of the educational interpreter, beyond the scope of 'professional identity', and within the effective actions produced by the position and context assumed on a daily basis. Thus, we understand that this interpretative function is constituted in the logic of 'difference', by relational and pedagogical activation with the deaf subject in the school context. The thesis undertaken is that the pedagogical function of the educational interpreter is established as an effect of the educational act. We focus on the analysis of deaf learning and its co-construction of knowledge, produced with and by the signs emitted by the educational interpreter as an effect of the educational event. Therefore, this article analyzes the conceptual movement of the master position from the studies of the hermeneutics of the subject, in Michel Foucault, assuming it as an articulator of the interpretative-pedagogical function of the educational interpreter that materializes in and through the teaching context. Keywords: Educational interpreter; Libras; Master position. El papel del intérprete educativo y el aprendizaje de los sordos: un análisis de la posición del maestro en la relación educativa en un aula inclusiva Resumen: El papel de los traductores e intérpretes de lengua de señas en la educación inclusiva suscita constantemente debates teóricos sobre la concepción de su "papel". Es habitual ver prescripciones que delimitan sus prácticas y atribuciones caracterizando una supuesta "identidad" profesional. Sin embargo, este estudio pretende analizar lo que se produce en la actividad interpretativa-pedagógica del intérprete educativo, más allá del ámbito de la "identidad profesional", y dentro de las acciones efectivas producidas por la posición y el contexto asumidos cotidianamente. Así, entendemos que esta función interpretativa se constituye en la lógica de la 'diferencia', por la activación relacional y pedagógica con el sujeto sordo en el contexto escolar. La tesis es que la función pedagógica del intérprete educativo se establece como efecto del acto educativo. Nos centramos en el análisis del aprendizaje de los sordos y su co-construcción del conocimiento, producido con y por los signos emitidos por el intérprete educativo como efecto del acto educativo. Para esto, este artículo analiza el movimiento conceptual de la posición de maestro desde los estudios de la hermenéutica del sujeto, en Michel Foucault, asumiéndola como articuladora de la función interpretativa-pedagógica del intérprete educativo que se materializa en y a través del contexto docente. Palabras clave: Intérprete educativo; Libras; Puesto de maestro. Data de registro: 06/07/2022 Data de aceite: 26/10/2022. (shrink)

O presente artigo tem como objetivo fazer um diálogo entre os direitos humanos à democracia e à internet, dando ênfase ao surgimento da democracia digital, como forma de participação política dos cidadãos. Assim, parte-se do seguinte questionamento: é possível haver participação política dos cidadãos através da relação entre democracia e internet? Tem-se como hipótese que a internet se trata de uma ferramenta capaz de viabilizar a participação política dos cidadãos. Para averiguá-la, são utilizadas as técnicas de pesquisa bibliográfica e documental, (...) bem como um estudo realizado pela rede Technology for Transparency da organização não governamental denominada Global Voices. (shrink)

ENTREVISTA COM PROFESSORAS (ES) DE FILOSOFIA DO ENSINO SUPERIOR DO CEARÁ – BLOCO IICom: Cristiane Maria Marinho, Francisco José da Silva, Camila do Espírito Santo Prado de OliveiraPor: Antônio Alex Pereira de Sousa, Paulo Willame Araújo de Lima.

O presente trabalho retrata os resultados de uma pesquisa realizada nos moldes da observação participante e da etnobiografia com o objetivo de compreender a dinâmica existente entre o ensino e aprendizagem e os valores civilizatórios inerentes às práticas cotidianas de uma comunidade tradicional afro-brasileira. O estudo foi realizado por meio da observação e participação de atividades litúrgicas de um terreiro de Umbanda e Candomblé – o “Ilè Asè Tobi Babá Olòrigbìn” - localizado na cidade de Ituiutaba, MG. O ensinar como (...) uma responsabilidade partilhada, a reafirmação de princípios éticos/civilizatórios (como a circularidade, a ancestralidade, a corporalidade, a conduta), a centralidade da oralidade e as relações entre a vida comunitária e uma singularidade que se funda no coletivo foram aspectos percebidos como características de uma dimensão formativa que orienta os aprendizados no interior desse grupo. Considerando que o modelo praticado por essas comunidades seja um modelo de sucesso (que tem resistido ao tempo e a um histórico de opressão), destacamos o grande desafio de aprender com os ensinamentos dos territórios afro-brasileiros e encontrar maneiras de incorporá-los às nossas práticas educativas, para que assim, vislumbremos uma escola mais diversa e humanizada. (shrink)

Kant’s dualism in anthropology and morality is said to be bridged only by means of a teleology that seems to betray the historical constitution of its subjectivity. And yet the Kantianarticulation of problems of theoretical and practical reason can be explored only insofar as they help us understand the correlated issues of the unity of reason, the relation of aesthetics and ethics in the light of the three Critiques, and the teleological conception of history. In this paper, I argue for (...) a teleological reading of the systematic architectonic so as to make sense of the concept of purposiveness as the a priori principle of judgment in its logical, aesthetic, and teleological reflection and of the unifying, a priori principles of each faculty–namely, conformity to law, final purpose, and conformity to purpose or purposiveness – respectively dealt with in the three Critiques. (shrink)

In this study we examine the relationship between the perception of being objectified in the workplace and the self-assessment of worth on a personal level, i.e. social desirability and social utility. This relationship is thought to be mediated by self-objectification in the workplace. 241 participants responded to an online questionnaire to measure these different variables. The results confirm a negative relationship between the perception of being objectified and the people’s worth, as well as mediation through self-objectification. This phenomenon could describe (...) a deleterious spiral where the worker, through the internalization of a low social value, contributes to their dehu-manization at work. (shrink)

The text delivers a twofold analysis of negationism. On the one hand, it is taken as an ideological phenomenon characterized by a critique of modernity construed from the outside of its customary assumptions. On the other hand, an objective sort of negationism is found in the historical unfolding of the intrinsic limitations of modern socialization. These are brought forward by attention to the class content of the class character of the institutions regularly evoked by the apologetics of modernity – civil (...) society, science, the State. Progressivism, we suggest, the main target of negationism, is the tradition occupied with that apologetics, either promoting an intellectual critique of, or simply overlooking, the afore-mentioned class character, which, however, becomes historically undeniable to the common people, consistently victimized by it throughout modern history. In this sense, the modern social process is characterized as civil war. (shrink)

Philosophy of science has undergone a naturalistic turn, moving away from traditional idealized concerns with the logical structure of scientific theories and toward focusing on real-world scientific practice, especially in domains such as modeling and experimentation. As part of this shift, recent work has explored how the project of philosophically understanding science as a natural phenomenon can be enriched by drawing from different fields and disciplines, including niche construction theory in evolutionary biology, on the one hand, and ecological and enactive (...) views in embodied cognitive science, on the other. But these insights have so far been explored in separation from each other, without clear indication of whether they can work together. Moreover, the focus on particular practices, however insightful, has tended to lack consideration of potential further implications for a naturalized understanding of science as a whole (i.e., above and beyond those particular practices). Motivated by these developments, here we sketch a broad-ranging view of science, scientific practice and scientific knowledge in terms of ecological-enactive co-construction. The view we propose situates science in the biological, evolutionary context of human embodied cognitive activity aimed at addressing the demands of life. This motivates reframing theory as practice, and reconceptualizing scientific knowledge in ecological terms, as relational and world-involving. Our view also brings to the forefront of attention the fundamental link between ideas about the nature of mind, of science and of nature itself, which we explore by outlining how our proposal differs from more conservative, and narrower, conceptions of “cognitive niche construction.”. (shrink)

Este artigo insere-se no trabalho de pesquisa Intitulado Observatório da Formação Docente- construção de identidades dos professores em que tem o objetivo de contribuir para a Rede Colaborativa de Investigação-Formação-Serviço sobre políticas públicas de formação e desenvolvimento docente. Neste recorte, faz-se uma análise reflexiva acerca da formação de professores na área de Letras- Língua Portuguesa para o exercício da profissão docente junto ao público dos ensinos fundamental e médio. O intuito inicial das discussões e partilhas de experiências em rede internacional (...) é de buscar experiências inovadoras nos processos de formação de professores. Em busca de aprofundamentos e de base teóricas para a sustentação do propostas formativas entendemos que a maior experiência de inovação seria recuperar as bases humanísticas para que, assim, retornássemos ao conceito humano como centro de todas as atividades educacionais. Tratamos, portanto, da crise das especialidades no mundo pós-moderno e verificamos os conceitos basilares para a construção da identidade dos profissionais da área de linguagem por meio das interpretações analíticas dos projetos políticos pedagógicos de cursos de Licenciatura em Letras. (shrink)

Escritos por onze renomados filósofos os ensaios pretendem, de forma acessível e didática, explicitar as principais tendências e perspectivas da reflexão ética contemporânea. Indicado a estudantes e docentes de filosofia ética, teologia, sociologia e interessados em geral. -/- Prefàcio 1.Tendencias neoaristotelicas na etica atual - Sergio Cremaschi 2. Alasdair MacIntyre e o retorno as tradicoes morais de pesquisa racional - Helder Buenos Aires de Carvalho 3. Etica da finitude - Zeljko Loparic 4. Por uma etica ilustrada e progressista: uma defesa (...) do utilitarismo - Maria Cecilia Maringoni de Carvalho 5. A relacao da filosofia analitica com a teologia moral - Terence Kennedy 6. Rawls: uma teoria etico-politica da justica - Sonia T. Felipe 7. Etica do discurso - F. Javier Herrero 8. Hans Jonas: o principio responsabilidade - Oswaldo Giacoia Junior 9. Etica de coerencia dialetica - Carlos Cirne-Lima 10. Etica intencionalista-teleologica em vittorio hosle - Manfredo Araujo de Oliveira. (shrink)

Thesis summary: OLIVEIRA, Jotaci Brasiliano Conceição de. The first assembly of the people of God, a facet of the reception of the Second Vatican Council in the Archdiocese of Belo Horizonte.

Psychology has a WEIRD problem. It is overly reliant on participants from Western, Educated, Industrialized, Rich, and Democratic societies. Over the last decade this problem has come to be widely acknowledged, yet there has been little progress toward making psychology more diverse. This Element proposes that the lack of progress can be explained by the fact that the original WEIRD critique was too narrow in scope. Rather than a single problem of a lack of diversity among research participants, there are (...) at least four overlapping problems. Psychology is WEIRD not only in terms of who makes up its participant pool, but also in terms of its theoretical commitments, methodological assumptions, and institutional structures. Psychology as currently constituted is a fundamentally WEIRD enterprise. Coming to terms with this is necessary if we wish to make psychology relevant for all humanity. (shrink)

O presente texto explora a possibilida de de articular os vários elementos do corpus sartreano segundo um eixo por nós denominado realismo. Vale notar que aqui, realismo, igualmente problema, diz respeito à tendência estrutural das letras ocidentais para a “representação da realidade”. Entretanto, o sentido manifesto do artigo é menos definir este “realismo” e mais articular os elementos especulativos, críticos e literários sartreanos “por dent ro”, de modo a tornar evidente, contra as aparências e contra alguns críticos, a integridade do (...) projeto sartreano, a despeito das mais variadas frentes que explorou. (shrink)