Orientador: Eliseu Savério Sposito / Banca: João Osvaldo Rodrigues Nunes / Banca: Ângela Massumi Katuta / Resumo: O presente trabalho teve a preocupação em apontar as diferentes concepções e conceitos de natureza, através de alguns pensadores ocidentais da filosofia e da geografia. Para isso partimos da leitura de Galileu e a verificação de como o filósofo compreendeu a natureza; assim construímos um raciocínio temporal e questionamos o conceito de natureza por meio das obras de alguns filósofos como kant, Hegel, Spinoza, Descartes, Locke, Marx, Sartre, Husserl, Heidegger e outros. / Abstract: This work had the concern in pointing the different conceptions and concepts how much to the nature, through some occidental thnkers in such a way in the philosophy as in geography. For this we break of the reading of Galileu and the verification of as the philosopher uderstood the nature; thus we construct a secular and thematic reasonning how much to the concept of nature by means of the philosophers, such as Kant, Spinoza, Descartes, Hegel, Sartre, Heidegger, Hussel, Marx and Locke. / Mestre

In this thesis, we interrogate the possibility of freedom presupposed by the project of philosophical critique developed by late Foucault, which aims both at analysis of historical a priori conditions and at disruption of our present a priori. The first chapter shows that this critical project can be traced back to Foucault's early works. Moreover, Foucault tackled the problem of freedom in every phase of his work and he kept proposing the same solution, namely, that the spaces of freedom are opened up by ruptures emerging within the system governing a given period. Next, different concepts of freedom present in Foucault's texts are distinguished. On this basis, it is possible to restate the question of critic's freedom, which we now define as the problem of articulation between the ontological freedom, the reflective freedom and the freedom of transformation. The second chapter is devoted to Foucault's archaeological period. First, we show how the conception presented in The Order of the Things leads to aporias regarding the question of freedom. Next, we describe the theoretical transformations carried out in The Archaeology of Knowledge and examine whether Foucault succeeded in eliminating the earlier difficulties. However, this later solution also turns out to be unsatisfactory, because it falls...

Höstterminen 2022 kommer den nya läroplanen Lgr 22 att ersätta den nuvarande läroplanen Lgr 11. Det är därför viktigt att lärarna redan nu sätter sig in i kursplaner i de ämnena de undervisar i. Detta är för att börja förbereda och planera för undervisning inför höstterminen. I detta arbete har två kursplaner i kemi Lgr 11 och Lgr 22 jämförts med varandra. Det som undersöks är hur ämnets syfte har förändrats samt vilken kunskapsform som dominerar i kursplaner i kemi.Episteme, techne och fronesis utgör de viktiga teoretiska aspekter för definition av olika kunskapsformer. Läroplansteori och olika läroplan presenteras i teorin för att få enbättre förståelse för bakgrunden till förändringarna i läroplanen. En kvalitativ analys används som metod där delar av innehållet bryts ut och analyseras. I analysen används ett kodschema för att identifiera de olika kunskapsformer i texterna. Resultat presenteras samtidigt som det förs en diskussion kring förändringarna i innehållet,kunskapsformerna samt eventuell förskjutning av kunskapsformerna mellan Lgr 11 ochLgr 22. I slutsatsen besvaras forskningsfrågorna, resultat diskuteras med en koppling tilltidigare forskning. Det har visat sig att kunsksapsformen fronesis dominerar i kemins kursplaner och att det inte har skett några större förändringar i innehållet i Lgr 22 jämfört med Lgr 11. Utifrån analys av syftestexten har kemins kursplaner fokus på färdigheter där elever förväntas att handla klokt i olika situationer. Faktakunskaper har blivit mer avgränsade till ämnet kemi i Lgr 22 samtidigt som dessa inte har ökat i omfattning jämfört med Lgr 11. Det förs också en metoddiskussion och diskussion kring den framtida yrkesrollen utifrån undersökningens resultat. Arbetet avslutas med förslag till vidare forskning.

In 1953 Ray Bradbury wrote the novel Fahrenheit 451. The plot is set in a fictional, North American future. This essay aims to show that what is considered normal regarding fundamental values such as knowledge, love, and respect in this imaginary future society is different from what was considered normal in North America in the 1950s when Bradbury wrote the book. The norms differ to such an extent that it is possible to claim that Fahrenheit 451 is set in a new episteme. Episteme is a term used by the French philosopher Michel Foucault. It designates a time in which society has an underlying understanding of what is considered normal. According to Michel Foucault, the year 1953 when Bradbury wrote the book, belonged to the episteme of Modernity. This essay aims to illustrate that in the future fictional society of Fahrenheit 451, the norm regarding some aspects of the culture has changed to the extent that there is reason to call the era a new episteme, and that a proper name would be the episteme of Ignorance. This name signals the lack of regard for knowledge in the society of Fahrenheit 451. This essay's analytical tools are Michel Foucault’s terms, theories, and concepts.  Keywords: Episteme, Michel Foucault, Ray Bradbury, Fahrenheit 451, knowledge, ignorance, norms, power.

Depuis quelques années, et après que la catégorie de « souffrance » a occupé l’espace public français, de nouveaux mots occupent le devant de la scène pour décrire et souvent dénoncer les maux du travail. « Fatigue » « Stress », « burn out » ou encore « Risques psycho-sociaux » sont autant de nouvelles catégories aujourd’hui mobilisées pour nommer les maux des travailleurs. Alors que le débat sur les maux du travail revient régulièrement dans l’espace public, la question de l’origine de ce nouveau répertoire utilisé pour nommer les maux du travail interroge. Ces mots reflètent-ils réellement les conditions sociales des travailleurs? A quels enjeux discursifs et épistémologiques leurs usages peuvent-ils renvoyer ? Pour répondre à ces questions, cette thèse propose une analyse généalogique des répertoires sémantiques des maux du travail, en portant intérêt aux trajectoires sociales de ceux qui les ont promus. En identifiant les causes historique et épistémique possibles de ce répertoire, cette thèse apporte des outils méthodologique et théorique pour stabiliser et harmoniser notre pensée commune du travail. Elle contribue aussi, de cette manière, à éclairer les conditions d’émergence de la sociologie du travail en particulier, et celle des sciences des hommes et des femmes au travail de façon plus générale. / In recent years, following a period during which suffering occupied a predominant space as a category shaping French public debate, new words have begun to move to the fore when it comes to denouncing workplace ills. Fatigue, stress, burn out, and phsycho-social risks are examples of new categories used today to name worker-experienced harm. While public debate over worker suffering is regularly revisited, the question of the origin of this new repertoire of concepts is problematic. Do these words really reflect the social conditions in which people work? What is at stake discursively and epistemologically when these concepts are used ? To answer these questions, this thesis endeavors to analyze the genealogy of the semantic repertoire of workplace suffering, by bringing particular focus upon the social trajectories of the people who promoted some of its different constituent concepts. By identifying some of the different possible historical and epistemological causes of this repertoire, this thesis offers new methodological and theoretical tools to stabilize and harmonize our commun thinking about work. In this way, it also helps shed light upon the conditions under which a peculiarly sociological approach to work, along with a more general social-science approach, have been able to emerge.

Made available in DSpace on 2016-12-23T14:09:38Z (GMT). No. of bitstreams: 1 Weriquison Simer Curbani.pdf: 1044463 bytes, checksum: 8744df6fa49dd925c639f653a84fff93 (MD5) Previous issue date: 2013-07-26 / The study consists in investigate how aesthetics arises as significant element in the composition of the dialogue Republic. It pass through this work from the beginning to the end framing it in beauty. There are numerous passages that mention the archaic poets, it worships the music, as such as the art of the Muses, the appreciation of harmony, the rhythm, by the symmetry, finally, there is in the Republic a aesthetic care in its architecture. Having seen, then, that beauty occupies a considerable place in the dialogue, we look for to valorize it and put it in evidence from the artistic, to forge a path that lead us, increasingly, to face the beauty as something not be restricted to the sensible, since, in the case of Plato, the most splendorous beauty lies in the intelligible. In this sense, we propose to take the Platonic metaphysics of ideas as intelligible aesthetic, aiming at finding the beautiful supersensible possible be contemplated by the philosophical intellect. This is because the ideas are intelligible forms , which are shown in its perfection to the intellect. The idea is essentially one single unit, which sensible objects imitates and receives their being. In other words, the idea is the aspect that presents itself to the intellect of the philosopher. And with this intention of taking Platonic metaphysics as intelligible aesthetic, we made some considerations about image and vision . Such considerations follow in the direction of taking the image as a metaphor, as figurative language used as a resource to leads to souls to intelligible, and vision, means intellectual vision, a philosophical view. Finally, we will see, the activity of philosopher will consist to see the beautiful scenery of the ideas in intelligible / O estudo consiste, primeiramente, em investigar o quanto a estética se coloca como elemento significativo para a composição do diálogo República, perpassando a obra do início ao fim e, por assim dizer, emoldurando-a em beleza. São inúmeras as passagens que fazem menção aos poetas arcaicos, a reverência à música como arte das Musas, o apreço pela harmonia, pelo ritmo, pela simetria, enfim, há na República um cuidado estético em sua arquitetura. Havendo constatado, então, que o belo ocupa um lugar considerável dentro do diálogo, buscamos valorizá-lo e evidenciá-lo a partir do artístico, propriamente dito, para trilharmos um caminho que nos conduzisse, cada vez mais, a encarar o belo como algo que não se restringisse ao sensível, uma vez que, em se tratando de Platão, a beleza mais esplendorosa reside no inteligível. Neste sentido, propomos tomar a metafísica platônica das ideias como estética inteligível, objetivando apontar para o belo suprassensível possível de ser contemplado pelo intelecto filosófico. Isso porque, as ideias são formas inteligíveis , que se fazem mostráveis em sua perfeição ao intelecto. A ideia é essência, a unidade singular da qual os objetos sensíveis imitam e recebem seu ser. Em outras palavras, a ideia é o aspecto que se apresenta ao intelecto do filósofo. E junto a essa investida de tomar a metafísica platônica como estética inteligível, fazemos algumas considerações sobre imagem e visão , tais considerações seguem na direção de tomar a imagem como metáfora, como linguagem figurada utilizada como recurso para dar encaminhamento às almas até o inteligível e, visão, quer dizer visão intelectiva, visão filosófica. Por fim, veremos, a atividade do filósofo consistirá em um ver a bela paisagem das ideias no inteligível

Orientadora: Prof. Dr. André Amaral Gonçalves Bianco / Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2017. / A presente dissertação tem por objetivo apresentar uma análise comparativa entre o modo como Michel Foucault e Thomas Kuhn interpretam, respectivamente, a natureza e a estrutura do conhecimento. Nesse sentido, ainda que o primeiro tenha em vista principalmente as ciências humanas, enquanto o segundo atenha-se notadamente às ciências naturais, pretende-se mostrar de que modo suas propostas possuem conceitos que poderiam ser aproximados e, além disso, de que maneira os dois autores interpretam o desenvolvimento histórico como um processo marcado por descontinuidades e rupturas. Os textos dos respectivos autores que tomamos como base para a análise teórica foram As palavras e as coisas (1966) e A estrutura das revoluções científicas (1962). Note-se que não seguiremos uma ordem cronológica das obras, mas tão-somente a estrutura conceitual em que a episteme é entendida como um campo de conhecimento mais abrangente, enquanto o paradigma está circunscrito ao âmbito das ciências naturais. Desse modo, pretende-se mostrar em que medida a noção de episteme proposta por Michel Foucault tem uma natureza e uma função similares à noção de paradigma utilizada por Thomas Kuhn; não obstante, algumas diferenças envolvam uma possível tensão entre os dois conceitos e suas respectivas funções nas filosofias desses autores. A nossa proposta visa apresentar um quadro geral comparativo entre essas duas posturas epistemológicas. Sendo assim, a dissertação procura analisar como se deu a formação das ciências humanas na episteme moderna pelo ponto de vista foucaultiano em comparação à concepção kuhniana sobre a estrutura da ciência, na qual o conceito de paradigma determina os rumos da ciência normal. É precisamente a partir desse quadro conceitual e filosófico que parece emergir uma concepção não linear da história do conhecimento, seja das ciências humanas, seja das ciências naturais. / This thesis aims to present a comparative analysis between the way that Michel Foucault and Thomas Kuhn interpret, respectively, the nature and structure of knowledge. Although the first author focuses mainly on the human sciences, while the second author focuses on the natural sciences, it are intended to show how their proposals have concepts which could be approximated and how both philosophers interpret the historical development as a process marked by discontinuities and ruptures. Their works that we analyze as basis for the theoretical analysis were The order of things (1966) and The structure of scientific revolutions (1962). It is worth mentioning that we will not follow a chronological order of these works but only the conceptual structure where the concept of episteme are understood as a more extensive field of knowledge, while the paradigm is circumscribed to the scope of the natural sciences. Thus, their proposals are directed to show how the notion of episteme proposed by Michel Foucault has a nature and a similar function to the notion of paradigm used by Thomas Kuhn. Nevertheless, some differences involves a possible tension between the two concepts and respective functions of their philosophies. Our proposal aims to present a comparative framework between these epistemological positions. Moreover, our thesis attempts to analyze the formation of the human sciences in modern episteme from the foucaultian point of view in comparison to the kuhnian conception of the structure of science, in which the concept of paradigm determines the route of normal science. It is precisely from that conceptual and philosophical image that a non-linear conception of the history of knowledge seems to emerge, as much as by the human sciences or from the natural sciences.

In Lesotho, there are no formal opportunities for professional training of teacher educators. Consequently, the majority of teacher educators have not received a training that could equip them with professional knowledge base that is foundational to any profession. Therefore the question: what are the sources and application of professional knowledge among teacher educators appeared justifiable. Arguably, the teacher educators’ professional knowledge is intricately linked to education practice. Teacher educators have to address the discrepancy between education policy and practice through the training of student teachers who, in turn, have to contribute to the quality of the Lesotho education system. An interpretivist approach was followed in undertaking this study. Data was collected through: narratives, observations of teacher educators and analysis of the curriculum and assessment documents. The unit of analysis was eight teacher educators who are based at the National University of Lesotho’s Faculty of Education. Verification of the extent to which the topic was researchable was through undertaking a pilot study with six teacher educators who were based in the department of Educational Foundations in the same faculty. The analysis of the data revealed an immersion in the teacher educators’ professional landscape provides them ample opportunities to learn from an array of experiences. They accumulated experienced-based professional knowledge relevant to their world of work as they learn to teach, construct, apply and model it in the context that is uniquely teacher education. They have learned to teach teachers mainly from existing education practices which perpetuate what already exists. They face numerous challenges; their teaching is biased towards conventional teaching techniques of a transmissive nature and to a less extent interactive techniques; construction of professional knowledge remains a complex and challenging undertaking. Opportunities to construct own teaching research-based knowledge and supervision of student research are limited. In practice teacher educators have to rethink their pedagogy. Engaging in research adopting a “self-study” approach is unavoidable. Research will enhance their professional development and the quality of the student teachers. / Thesis (PhD)--University of Pretoria, 2011. / Humanities Education / unrestricted

Detta arbete cirkulerar det vida begreppet kunskap. Genom att fokusera begreppet till en bestämd ontologisk och epistemologisk sfär, och med hjälp av Aristoteles kunskapsanalys konkretisera det, tillämpas ett analytiskt greppbart kunskapsbegrepp på gymnasieskolans svenskämnesplan. Syftet med en sådan praktisk operation är dels att undersöka svenskämnets specifika kunskapsutrymme, dels att kunna vidga kunskapsdiskussionen till läroplans- och samhällsnivå. Utförda kunskapsanalys av ämnesplanen visar en dubbelhet i kunskapsanvändningen. Å ena sidan inkluderas såväl teoretisk som olika former av praktisk kunskap i ämnets syfte. En tendens att beskriva fronetiskt anstruken kunskap i samband med syftet iakttas. Å andra sidan görs i huvudsak två iakttagelser av reduktionistiska kunskapsuttryck. För det första låter sig en kvantifiering av kunskapsuttrycken i ämnesplanen ställas upp linjärt instrumentellt: epistemisk kunskap behövs för technisk kunskap som i sin tur har fronetisk kunskap som mål. En sådan kunskapsgång tar inte hänsyn till den hermeneutiskt förstådda tolkningsprocessen i vilken utgångspunkten för kunskapande är stadd i ständig förändring. För det andra är ämnesplanens punktlista i stora drag undantagen fronetiska kunskapsuttryck, något som visar på en i grunden särskiljande syn på vad kunskap är, och hur den kan behandlas. Faran med den här typen av reducerade retoriska eller pedagogiska uppställningar av vad kunskap är, beskrivs i analysen vara en kategoriserings implicit normerande effekter.Med detta sagt konkluderas att kunskapsbegreppet sedan 1990-talet i en utbildnings-teoretisk kontext behandlats ingående, och i många avseenden nyanserat, utan att för den sakens skull lyckas bibehålla sin komplexitet i någon allmän mening. Istället verkar skoldebatt och samhällssyn spegla en ytlig kunskapsförståelse där analytiska kategoriseringar, likt de fyra F:en - fakta, förståelse, färdighet, förtrogenhet - hålls som faktiska kunskapsentiteter. Som motdrag föreslås en fokusering på ett fronetiskt-hermeneutiskt förstått bildningsbegrepp. Ett sådant kunde beskriva ett förhållningssätt till, eller en beredskap inför kunskap snarare än att kategorisera kunskapen per se.

The following study examines the process behind the legalization of homosexual acts in Sweden between the years of 1933-1944. This is done through Michel Foucault’s thoughts about bio-power and episteme. The study also relies on the definition of heteronormativity found in Tiina Rosenbergs book Queerfeministisk agenda. I have made use of public Swedish government publications in the form of Statens offentliga utredningar (loosely translated to public investigations by the government) and motions, propositions and protocol from the Swedish parliament between the investigated period (1933-1944). The goal of the study was to identify the most influential episteme which in turn was analysed to see, if it in any way, influenced the discourse against homosexuals in a positive or negative way. Results from the study confirms that the contemporary episteme named after Emil Kraeplin which concludes that homosexual behaviour was seen in the light of being something socially constructed and could therefore be spread between individuals in the means of homosexual manipulations. This lead the episteme to influence the discourse against homosexuals to be viewed as a disease and a mental illness. By looking at homosexuality from the outlook of the Kraeplin episteme the Swedish law was formed in a way to protect the Swedish youth from being able to be manipulated into spreading the homosexual acts.