Made available in DSpace on 2016-04-28T14:16:45Z (GMT). No. of bitstreams: 1 Fabiana Vieira Ariza.pdf: 1534007 bytes, checksum: edbdbad2a7d5c188efb21566874bfbe3 (MD5) Previous issue date: 2010-05-20 / The aim of this dissertation is to discuss in a broad way the conception of scala naturae, a prevailing view in the Western thought for many centuries. It will discuss particularly, in which way such idea was present in Aristotle s work De generatione animalium. It will describe Aristotle s methodology, as well as, trying to elucidate if Aristotle had intended to present a classification of animals. If so, which criteria he had used to draw it. Besides that, it will try to find which view he held about the origin of animals. This dissertation contains an introduction and four chapters. Chapter 1 discusses the idea of scala naturae from Antiquity to 19th century. Chapter 2 deals with some respects of Aristotle s life and writings, emphasizing the ones in which he studied the living beings. It also discusses some concepts adopted by him. Chapter 3 analyses the idea of scala naturae in De generatione animalium, as well as, the criteria he had used to draw his scale. Chapter 4 provides some final remarks on the subject. This study led to the conclusion that Aristotle invested lots of energy in classifying the great groups of animals which were arranged in his scale of perfection, contrary to the view held by some authors. The main criterion adopted by him was the vital heat of animals. Moreover, he did not present a sketch of his scale, although it was implicit in his writings. Besides that, there is no idea of organic evolution in Aristotle s scale of perfection. It represents just an arrangement of the great groups of animals. In this way, it is in harmony with his cosmological view / Os objetivos desta dissertação são discutir de um modo geral, a concepção de scala naturae, uma visão que esteve presente no pensamento ocidental durante muitos séculos. Discutirá particularmente, de que modo ela se apresenta na obra De generatione animalium de Aristóteles. Descreverá a metodologia de Aristóteles, procurando elucidar se ele pretendia apresentar uma classificação dos animais. Em caso positivo, procurará identificar os critérios que ele utilizou para isso. Além disso, procurará detectar qual era a opinião de Aristóteles sobre a origem dos animais. Esta dissertação está dividida em uma introdução e quatro capítulos. O Capítulo 1 discute a idéia de scala naturae, que se iniciou na Antiguidade e perdurou até o século XIX. O Capítulo 2 discorre sobre alguns aspectos da vida e obra de Aristóteles, enfatizando aquelas onde ele estudou os seres vivos. Discute também alguns conceitos adotados por ele. O Capítulo 3 analisa a idéia de scala naturae na obra De generatione animalium bem como os critérios adotados por Aristóteles na elaboração da mesma. O Capítulo 4 apresenta algumas considerações finais sobre o assunto. Este estudo levou à conclusão, de modo oposto à interpretação dada por alguns autores, de que Aristóteles investiu bastante energia na elaboração de uma classificação dos animais que ele distribuiu em grandes grupos na sua escala de perfeição. O principal critério que ele adotou foi o grau de calor vital dos animais. Além disso, ele não apresentou um esquema de sua escala, embora ela esteja implícita em seu trabalho. Não há nenhuma idéia de evolução orgânica na escala de perfeição de Aristóteles. Ela representa apenas um arranjo dos grandes grupos de animais. Nesse sentido, pode-se dizer que a visão de Aristóteles em relação a este assunto está em harmonia com sua visão cosmológica

Στη παρούσα διατριβή παρουσιάζονται τα αποτελέσματα μιας έρευνας σχετικής με το σχεδιασμό, την εφαρμογή και την αξιολόγηση μιας διδακτικής παρέμβασης σχετικής με την οικοδόμηση της έννοιας της κατηγοριοποίησης των ζώων από παιδιά προσχολικής ηλικίας, στα πλαίσια της τυπικής και της μη τυπικής εκπαίδευσης. Η διδακτική αυτή παρέμβαση βασίζεται στις αρχές της ‘εποικοδομητικής’ προσέγγισης για τη διδασκαλία και μάθηση των φυσικών επιστημών και συμπεριλαμβάνει δραστηριότητες που λαμβάνουν χώρα τόσο στο χώρο του σχολείου όσο και σε χώρο ενός μουσείου Ζωολογίας. Με βάση τα αποτελέσματα της έρευνας παρέχονται ενδείξεις σύμφωνα με τις οποίες τα παιδιά μετά το πέρας της διδακτικής παρέμβασης είναι δυνατόν να οικοδομήσουν την έννοια της κατηγοριοποίησης των ζώων με τη χρήση μορφολογικών αντί λειτουργικών ή/και ανθρωπομορφικών κριτηρίων που συνήθως χρησιμοποιούν. Πιο συγκεκριμένα φαίνεται (α) να βελτιώνουν τις γνώσεις τους σχετικά με την αναγνώριση και ονοματοδοσία δειγμάτων ζώων που ανήκουν στις κατηγορίες ‘ερπετό’, ‘πτηνό’, ‘ψάρι’ και ‘θηλαστικό’ και (β) να αναγνωρίζουν μια κατηγορία ζώων από ένα δείγμα ζώου αναφερόμενα στα βασικά μορφολογικά χαρακτηριστικά του. Επίσης διαπιστώνεται ότι η επίσκεψη στο μουσείο ζωολογίας και οι δραστηριότητες που πραγματοποιούνται επί τόπου φαίνεται να συμβάλλουν καθοριστικά στο μετασχηματισμό και την εξέλιξη των νοητικών παραστάσεων των παιδιών για την έννοια της κατηγοριοποίησης των ζώων. / This thesis presents the results of a research concerning the design, implementation and evaluation of a teaching intervention relevant to the classification of animals within the formal and non-formal education. This teaching intervention refers to preschoolers, is based on the principles of 'constructive' approach of teaching and learning of science and includes educational activities which take place both at school and at the zoological museum. According to the findings of the research, there is indications accordance to which children after the end of the teaching intervention are able to construct the concept of classification of animals using morphological characteristics instead of function or anthropomorphic ones. More specifically, this thesis gives indications according to which children after the teaching intervention are able (a) to improve their knowledge on the recognition and denomination of specimens of animals belonging to the categories of 'reptile', 'bird', 'fish' and 'mammal' and (b) to recognize a category of animals by an animal sample based on the morphological characteristics. Finally, it is also noted that the visit to the zoological museum and the educational activities carried out in situ seems to make a significant contribution in the transformation and progress of cognitive representations of children for the concept of classifying animals.