Submitted by Marlene Aparecida de Souza Cardozo (mcardozo@pucsp.br) on 2018-06-12T12:51:32Z No. of bitstreams: 1 Luiz Augusto Sartori de Castro.pdf: 1991160 bytes, checksum: c46203534cfaf5ae66d7aac8e39813d6 (MD5) / Made available in DSpace on 2018-06-12T12:51:32Z (GMT). No. of bitstreams: 1 Luiz Augusto Sartori de Castro.pdf: 1991160 bytes, checksum: c46203534cfaf5ae66d7aac8e39813d6 (MD5) Previous issue date: 2018-03-23 / The main focus brought in the present project is to empirically demonstrate the inefficiency of Criminal Law as an instrument against the advance of crimes, especially in view of the fact that, despite of more than 142 criminal laws have been produced between the democratization of Brazil and December 31, 2017 - 88% more severe -, criminal records keeps increasing, as the massive imprisonment, which percentage between 1990/2017 reached 707%. Therefore, the present study intents to discuss that both the expansion of legal assets, as well as the increase in the penalties already provided for in the Legal Order are not able instruments to achieve the proposed purpose, namely, reduction of crime in Brazil, much less demand the punitive movement of the last decades – based on the culture of fear – under the allegation that the existing mechanisms of defenses against the crime are not enough. Finally, a proposal for a new Criminal Law will be suggested, based on Niklas Luhmann's system theory, which, in addition to ensuring the ultima ratio of the latter, allows for a responsive treatment of deviant action / A raiz do problema trazido no bojo do presente estudo é demonstrar empiricamente a ineficiência da austeridade do Direito Penal como meio de combater o avanço da criminalidade, notadamente diante do fato de que, malgrado terem sido produzidas mais de 142 leis penais entre a redemocratização do Brasil e 31 de dezembro de 2017 – 88% mais severas –, os índices de prática delitiva não apresentam redução. Ao revés, continuam a crescer desenfreadamente, tal como o encarceramento, cujo aumento percentual entre 1990/2017 alcançou 707%. Assim, busca-se com o presente trabalho debater que tanto a expansão de bens jurídicos a serem tutelados pelo Direito Penal, quanto o recrudescimento das penas dos delitos já previstos no Ordenamento Jurídico não são instrumentos hábeis a alcançar o fim proposto, a saber, a redução da criminalidade no Brasil, muito menos a demandar o movimento punitivista das últimas décadas – fundado na cultura do medo –, sob a bandeira de que os mecanismos atuais de defesas contra o crime não são suficientes. Sugerir-se-á, então, uma proposta de um novo Direito Penal, a partir da teoria dos sistemas de Niklas Luhmann, a qual, para além de assegurar a característica de ultima ratio daquele, permite um tratamento responsivo do agir desviado

Made available in DSpace on 2016-04-25T20:20:49Z (GMT). No. of bitstreams: 1 Egle Betania Portela Wanzeler.pdf: 2623240 bytes, checksum: b02cd6fd011e12625261ece785818eb0 (MD5) Previous issue date: 2012-10-04 / Fundação de Amparo à Pesquisa do Estado do Amazonas / This work refers to a reflexive analysis over an indigenous teacher‟s education experience, in which it was established an educational praxis inspired in the complexity and transdisciplinarity operators. It consists of the construction process of a matrix towards an epistemological and methodological exploration implied in these operators. Methodologically, this work was developed through ethnographic research. The research tried to establish pertinent dialogues between two cognitive operators: sensible thought and scientific thought, inherent to the educational context. The empiric field of this research was the educational experience itself that was developed in the Estágio Supervisionado (Supervised Internship) and Prática da Pesquisa Pedagógica (Pedagogic Research) disciplines. Furthermore, this work tried to institute bounds between the mythical and cosmological universe of the individuals in the research and insert them in the experience as constituents of education and learning. At last, it comprises a research inspired by the experience on what has been sensed and lived, nurtured by sensibilities, imaginaries, intuitions, wisdoms, ethics and aesthetics / Este trabalho refere-se a uma análise reflexiva acerca de uma experiência de formação de professores indígenas, por meio da qual se procurou estabelecer uma prática de formação inspirada nos operadores da complexidade e da transdisciplinaridade. Trata-se do processo de construção de uma matriz de exploração epistemológica e metodológica implicada nesses operadores. Metodologicamente, este trabalho foi desenvolvido por meio da pesquisa etnográfica. A pesquisa buscou estabelecer diálogos pertinentes entre dois operadores cognitivos: pensamento sensível e pensamento científico, inerentes ao contexto da formação. O campo empírico da pesquisa foi a própria experiência de formação que se desenvolveu nas disciplinas Estágio Supervisionado e Prática da Pesquisa Pedagógica. Além disso, o trabalho procurou estabelecer vínculos entre o universo mítico e cosmológico dos sujeitos da pesquisa e inseri-los na experiência como conteúdos de ensino e de aprendizagem. Enfim, trata-se de uma pesquisa inspirada pela experiência do sentido e do vivido, a qual se procurou nutrir de sensibilidades, imaginários, intuições, sabedorias, ética e estética

Made available in DSpace on 2016-04-26T14:53:46Z (GMT). No. of bitstreams: 1 Egle Betania Portela Wanzeler.pdf: 2623240 bytes, checksum: b02cd6fd011e12625261ece785818eb0 (MD5) Previous issue date: 2012-10-04 / Fundação de Amparo à Pesquisa do Estado do Amazonas / This work refers to a reflexive analysis over an indigenous teacher‟s education experience, in which it was established an educational praxis inspired in the complexity and transdisciplinarity operators. It consists of the construction process of a matrix towards an epistemological and methodological exploration implied in these operators. Methodologically, this work was developed through ethnographic research. The research tried to establish pertinent dialogues between two cognitive operators: sensible thought and scientific thought, inherent to the educational context. The empiric field of this research was the educational experience itself that was developed in the Estágio Supervisionado (Supervised Internship) and Prática da Pesquisa Pedagógica (Pedagogic Research) disciplines. Furthermore, this work tried to institute bounds between the mythical and cosmological universe of the individuals in the research and insert them in the experience as constituents of education and learning. At last, it comprises a research inspired by the experience on what has been sensed and lived, nurtured by sensibilities, imaginaries, intuitions, wisdoms, ethics and aesthetics / Este trabalho refere-se a uma análise reflexiva acerca de uma experiência de formação de professores indígenas, por meio da qual se procurou estabelecer uma prática de formação inspirada nos operadores da complexidade e da transdisciplinaridade. Trata-se do processo de construção de uma matriz de exploração epistemológica e metodológica implicada nesses operadores. Metodologicamente, este trabalho foi desenvolvido por meio da pesquisa etnográfica. A pesquisa buscou estabelecer diálogos pertinentes entre dois operadores cognitivos: pensamento sensível e pensamento científico, inerentes ao contexto da formação. O campo empírico da pesquisa foi a própria experiência de formação que se desenvolveu nas disciplinas Estágio Supervisionado e Prática da Pesquisa Pedagógica. Além disso, o trabalho procurou estabelecer vínculos entre o universo mítico e cosmológico dos sujeitos da pesquisa e inseri-los na experiência como conteúdos de ensino e de aprendizagem. Enfim, trata-se de uma pesquisa inspirada pela experiência do sentido e do vivido, a qual se procurou nutrir de sensibilidades, imaginários, intuições, sabedorias, ética e estética

A presente pesquisa se constitui na intersecção entre os estudos da cognição propostos por Humberto Maturana e Francisco Varela, a cultura dos videogames e a mobilidade das tecnologias de informação e comunicação. Considerando que tal intersecção constitui espaços híbridos físico-digitais, o estudo aborda processos de produção de sentido em oficinas com adolescentes e com professoras de uma escola de ensino fundamental do município de Porto Alegre, nas quais os participantes jogaram um jogo digital baseado em localização. A compreensão dos processos de produção de sentido é sugerida a partir de três modulações performáticas da cognição que se constituem como pistas que movem a pesquisa: (1) a existência de afetos e disposições para a ação, (2) as coordenações de ações e a dinâmica de acoplamentos estruturais e (3) a emergência da função observador e a produção de distinções. Ao longo de três meses, foram realizados cinco encontros no formato de oficinas com o jogo “Um Dia no Jardim Botânico”, desenvolvido pelo Núcleo de Ecologias e Políticas Cognitivas (NUCOGS) da Universidade Federal do Rio Grande do Sul. Os encontros tiveram a participação de 33 estudantes (18 meninas e 15 meninos) que tinham entre 11 e 15 anos e frequentavam o 4º e 5º ano; e cinco professoras do 1º ao 5º ano do ensino fundamental. A partir da análise dos registros, o estudo sugere que a experiência emocional exerce uma função importante em processos de produção de sentidos relacionados às práticas de jogo compartilhadas pelos jogadores, assim como para a composição de espaços percebidos como híbridos físico-digitais. / The following research brings forth the intersection between cognitive studies proposed by Humberto Maturana and Francisco Varela, videogame culture and the mobility of communication and information technologies. Considering that such intersection consists of hybrid physical-digital spaces, this paper aims to investigate sense-making processes by school teenagers and teachers from Porto Alegre during workshops in which participants play a locative digital game. Comprehension of the sense-making processes is brought to light from three performatic modulations of cognitive sense-making that provide clues and push the research forward: (1) the existence of affects and dispositions for action, (2) action coordination and structural dynamic coupling and (3) the emergent function of observer and the creation of distinctions. Across three months, five workshop meetings were arranged where participants would play the game “A Day in the Botanic Garden”, developed by the Federal University of Rio Grande do Sul’s Cognitive Policy and Ecology Nucleus (Núcleo de Ecologias e Políticas Cognitivas – NUCOGS). With a total of 33 participant students (18 girls and 15 boys), between the ages of 11 and 15 years old as well as five 4th and 5th elementary grade school teachers. From the analysis of the workshop’s records our study suggests that emotional experience plays an important role in sense-making processes related to play activities shared between players just as well as for the creation of spaces perceived as physical-digital hybrids.

Made available in DSpace on 2016-04-26T20:23:25Z (GMT). No. of bitstreams: 1 Vanessa Hasson de Oliveira.pdf: 1261667 bytes, checksum: b4085812b7e1bd49a8ca78b242e9a713 (MD5) Previous issue date: 2014-12-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present thesis has as an objective to deepen the theme of planet dignity, axis of the theorical mark of the Humanistic Capitalism, taking the subject of recognition of planetary dignity as a vector of Brazilian Constitution. In order to do so, this work adopts interdisciplinarity, running through the various disciplines that, somehow, establish the needed conversations to show the interdependence between all that live in, and in this form, are part of the planet in its universality. The proposal takes as its core the theory of autopoiesis systems, gravitating quantum physics, theology and philosophy in search of an original element common to all and everyone that justify the pretension of contributing to an paradigmatic change in Law and society, abandoning the anthropocentric perspective definitely for the establishment of a polycentric biopolitic affirmative, achieving, thus, the spin necessary to surpass the ecological crisis in which the world is drowning in / A presente tese objetiva aprofundar o tema da dignidade do planeta Terra, eixo do marco teórico do Capitalismo Humanista, levando ao cabo a proposta do reconhecimento da dignidade planetária como vetor da Constituição brasileira. Para tanto, o trabalho adota a interdisciplinaridade, percorrendo as várias disciplinas que de alguma forma estabelecem as conversações necessárias a demonstrar a interdependência entre todos os que habitam e, desta forma, constituem o Planeta em sua universalidade. A proposta toma como centro a teoria de sistemas autopoiéticos, gravitacionando ao redor do Direito, a física quântica, a teologia, a filosofia da linguagem e a metafísica, na busca de um elemento originário e comum, a tudo e a todos, que justifique a pretensão de contribuir para uma mudança paradigmática no Direito e na sociedade, abandonando-se a perspectiva antropocêntrica definitivamente para o estabelecimento de uma biopolítica policêntrica afirmativa, realizando, assim, o giro necessário a superar a crise ecológica em que o mundo está mergulhado

Behavioural scientists argue that ‘social learning' provides the link between biological phenomena and cultural phenomena because of its role in the ‘cultural transmission' of knowledge among individuals within and across generations. However, leading authors within the social sciences have proposed alternative ways of thinking about social life not founded on the Modern oppositions including nature-culture, biology-culture, body-mind, and individual-society. Similarly, the distinction between a domain of nature and a domain of nurture has also been extensively criticized within biology. Finally, advocates of ‘radical embodied cognitive science' offer an alternative to the representational-computational view of the mind which supports the conventional notion of culture and cultural information. This thesis attempts to integrate developmental systems theory, radical embodied cognitive science, and relational thinking, with the goal to bring the field of social learning closer to these critical theoretical developments. In Chapter 2, I find no justification for the claim that the genome carries information in the sense of specification of biological form. Chapter 3 presents a view of ontogeny as a historical, relational, constructive and contingent process. Chapter 4 uses the notions of environmental information, abilities, affordances, and intentions to make sense of behaviour and learning. In Chapter 5, I argue that the notion of social learning can be understood in terms of relational histories of development rather than in terms of transmission of information. I then report empirical studies investigating behavioural coordination and social learning consistent with this theoretical framework. Chapter 6 presents evidence that dyads in a joint making activity synchronize their attention constrained by their changing situation and that coordination of attention is predictive of implicit and explicit learning. Chapter 7 presents evidence that joint attention does not require gaze following and that attentional coordination is predictive of learning a manual task. Together, these theoretical and empirical studies suggest a new way of thinking about how humans and other animals live and learn socially, one that is consistent with critical theoretical and philosophical developments that are currently neglected in the literature on social learning.

Richard Rorty found Friedrich Nietzsche’s critique of epistemology (perspectivism) to be a helpful tool in getting us to stop thinking of knowledge as something we find, and instead as something that we create. He also found perspectivism to be a helpful tool in that of the private sphere, of private self-creation. The Nietzsche that provides perspectivism is “The Good Nietzsche”. Rorty, however, conceived of Nietzsche’s ideas as being absolutely useless when it comes to politics, along with his ideas regarding morality, the Will to Power, and the Übermensch. These are the ideas of “The Bad Nietzsche”. Rorty’s actual usage of Nietzsche’s ideas, however, defies such easy, self-defined categorization, because these ideas extend outside of their spheres into the realm of politics in Rorty’s own writings. Most traditional analyses of the relationship between Nietzsche and Rorty as it regards politics tend to focus on Nietzsche. By focusing on Rorty’s appropriation of Nietzsche, through looking at his extensive writings and interviews, a more subtle, and complex relationship between Nietzsche’s various ideas and Rorty’s politics is seen to exist.

Richard Rorty found Friedrich Nietzsche’s critique of epistemology (perspectivism) to be a helpful tool in getting us to stop thinking of knowledge as something we find, and instead as something that we create. He also found perspectivism to be a helpful tool in that of the private sphere, of private self-creation. The Nietzsche that provides perspectivism is “The Good Nietzsche”. Rorty, however, conceived of Nietzsche’s ideas as being absolutely useless when it comes to politics, along with his ideas regarding morality, the Will to Power, and the Übermensch. These are the ideas of “The Bad Nietzsche”. Rorty’s actual usage of Nietzsche’s ideas, however, defies such easy, self-defined categorization, because these ideas extend outside of their spheres into the realm of politics in Rorty’s own writings. Most traditional analyses of the relationship between Nietzsche and Rorty as it regards politics tend to focus on Nietzsche. By focusing on Rorty’s appropriation of Nietzsche, through looking at his extensive writings and interviews, a more subtle, and complex relationship between Nietzsche’s various ideas and Rorty’s politics is seen to exist.

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Cette thèse porte sur l’accompagnement d’une transformation organisationnelle d’une entité de maintenance de la signalisation du métro parisien. Dans une visée développementale, le défit est d’outiller les acteurs pour qu’ils soient capables de reconstruire leurs processus de manière capacitante, autonome et durable sur la base des besoins émergents de l’activité transverse. L’intervention a été pensée et outillée comme un processus formatif. Le Laboratoire Développemental (LD) impulse deux niveaux d’enquête transverse. Le LD1 porte sur le travail de production, voire sur la reconception des processus de maintenance (dimension fonctionnelle). Le LD2 porte sur les pratiques sous-jacentes le processus organisant précédemment réalisé (dimension métaréflexive). La place de l’analyse de l’activité et les rôles des l’intervenant capacitant sont également questionnés comme éléments clés pour traduire le potentiel développemental des acteurs (y compris de l’intervenant) et de leurs pratiques en productions effectives. / This thesis presents the design of a model for an ergonomic intervention with developmental and autopoietic aims. It is based on the organizational change of an entity in charge of the signalling devises maintenance for the Parisian subway. Its developmental goal is to empower actors to redesign their work processes in an enabling, autonomous and sustainable way based on the emerging needs of a transversal activity that is to be imagined. The intervention was conceived and equipped as a formative process. The Developmental Laboratory (LD) impels two levels of cross-sectional investigation. The LD1 concerns the production work or even the redesign of maintenance processes (functional dimension). The LD2 deals with the practices underlying the previously organizing process (metaflective dimension). The place ofthe analysis of the activity and the roles of the enabling ergonomist appear as key elements to translate the developmental potential of the actors (ergonomist included) and their practices into actual production.