Previously, studies in the intersection of power and development have predominantly concentrated on power as domination; how powerful actors can force recipient countries into embracing specific policies due to economical asymmetries. Yet, with the introduction of the Poverty Reduction Strategy Papers (PRSP) approach to development employed by the Bretton Woods Institutions (BWI), conditions on certain policies have decreased and it is said that the approach allows for country ownership as development strategies are written by the countries themselves. As a critical response, the conception of power is broadened here through the separate employment of governmentality theory and neo-Gramscian International Relations theory. They share among them a theoretical premise which allows for an understanding of power that extends beyond domination to the realm of discursive practices which, it is argued, allows for influence despite the notions of ownership and without power as domination. The object of this thesis is to suggest how the discourses of the PRSP regime can influence subjects whom they addressed. The two theories have different assumptions here. More specifically, the neo-Gramscian theory argue that discursive practice may render ideological issues as common sense why they can come to be embraced by subjects, whereas the governmentality theory assume that discourses can, perhaps without conscious recognition, reshape the very identities of subjects. The theories differences are retained and bracketed when a discourse analysis of the PRSP regime is conducted which concludes that the BWIs require that suitable skills are embraced by subjects appropriate for a good governed market economy. These skills are located to basic capacities in calculating, accounting and social capital accumulation. Thereafter a practical example of discursive practice in a capacity building mission is reviewed to explicate how these skills are actualized through training modules enabling influence towards preferred standards of the BWIs without power as domination. The two theories are brought in for a discussion on how these discursive practices may be understood according to their respective premises, but also to discuss the usefulness of these theories for studies of this kind. It is argued, among other conclusions, that the neo-Gramscian understanding of power as operating on the conscious level can fruitfully be coupled with the proposition of governmentality that powers also work on an unconscious level for understanding practises of capacity building. As concerning the weaknesses of the theories it is put forth that the neo- Gramscian theory suffers from an assumption of class identity presented as a “brute fact” before the realm of the political, whereas the governmentality theory suffers from an exclusive focus on discourse and leaves behind how different actor constellations may seek to appropriate discourses. To remedy these weaknesses, the thesis concludes with an argument that a combination of these theories can provide a lucrative foundation for further studies.

Esta dissertação apresenta a concepção de juízo político de Hannah Arendt. Afastando-se de uma leitura ortodoxa dos textos kantianos, Arendt vislumbra no juízo reflexionante estético de Kant a estrutura do juízo político. Em um constante diálogo com a obra kantiana a autora se apropria de vários conceitos, tanto conceitos constantes na Crítica da faculdade do juízo, que é a obra que ela afirma conter a verdadeira filosofia política de Kant, como conceitos de outras importantes obras kantianas. No decorrer deste texto, quando entendemos que ocorre uma apropriação conceitual buscamos situar minimamente o conceito no contexto da obra kantiana para compreendermos a concepção e o gesto interpretativo de Arendt. Através da análise de seus escritos mostramos como ela compreende o modo de funcionamento da faculdade humana de julgar os eventos políticos, por meio da exposição e discussão dos principais conceitos envolvidos em sua teoria. Assim, apresentamos as condições de possibilidade do juízo representadas pelas faculdades da imaginação e do senso comum, bem como as duas perspectivas pelas quais essa faculdade se manifesta no mundo público, o juízo do ator e o juízo do espectador. Depois, analisamos a conexão entre as faculdades de pensamento e juízo para extrair as implicações éticas da faculdade humana de julgar. Estas reflexões são uma tentativa de compreender como, para Arendt, opera a faculdade de julgar; por que ela considera esta faculdade a mais política das habilidades espirituais do homem, e qual é a relevância política desta atividade do espírito. / This dissertation presents the conception of Hannah Arendt’s political judgment. Moving away from an orthodox reading of Kantian texts, Arendt glimpses in the aesthetic reflective judgment of Kant, the structure of the political judgment. In one constant dialogue with Kantian Work the author appropriates several concepts, as concepts constant in the Critique of judgment, which is the Work that she affirms that contains the true Kant’s political philosophy, as concepts of other important Kantian Works. In elapsing of this text, when we understand that a conceptual appropriation occurs, we try to situate the concept in the context of the Kantian Work to understand Arendt’s conception and the interpretation gesture. Through the analysis of her writings we show as she understands the way of functioning of the human faculty to judge the political events, by the exposition and debate of the main involved concepts in her theory. So, we present the conditions of judgment possibility represented by the faculties of the imagination and the common sense, as well as the two perspectives for which manifests this faculty in the public world, the judgment of the actor and the judgment of the spectator. After that, we analyze the connection between the faculties of thought and judgment to extract the ethical implications of the human faculty to judge. These reflections are an attempt to understand how does the faculty of judge operate for Arendt; why does she consider this faculty the most political of men’s mental abilities, and what is the politic relevance of this spirit’s activity.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-14T13:33:49Z No. of bitstreams: 1 fabioricardodosanjosribeiro.pdf: 2362480 bytes, checksum: d78b584b51eeb1467cae0570469cf22a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T14:04:39Z (GMT) No. of bitstreams: 1 fabioricardodosanjosribeiro.pdf: 2362480 bytes, checksum: d78b584b51eeb1467cae0570469cf22a (MD5) / Made available in DSpace on 2016-07-13T14:04:39Z (GMT). No. of bitstreams: 1 fabioricardodosanjosribeiro.pdf: 2362480 bytes, checksum: d78b584b51eeb1467cae0570469cf22a (MD5) Previous issue date: 2016-04-08 / A partir de argumentação favorável à ideia de que a televisão, enquanto veículo de comunicação de massa, por características que são próprias do meio sócio-técnico, ainda é capaz de em grande medida legitimar representações sociais vigentes em determinada coletividade, este trabalho investiga o papel desempenhado nesse processo por um dos produtos televisivos de maior repercussão no Brasil: os telejornais policiais. Procura-se evidenciar aqui algumas fundamentais constrições próprias ao contexto de produção desses programas a partir de um estudo de caso fruto de etnografia realizada na Redação de um telejornal policial local. Analisa-se, no que é significativo para os propósitos argumentativos deste trabalho, forma e conteúdo da mensagem emitida por esses programas e investiga-se, comparativamente, em dois universos de classe distintos, a recepção dessa mensagem. O objetivo, com essa abordagem, que tenta dar conta dos âmbitos da produção, do texto propriamente dito e da recepção, é o de compreender relacionalmente um complexo mecanismo de construção e legitimação de visões de mundo em determinado universo social. Visões de mundo estas que são de cunho conservador, em correspondência com o lugar no menu da indústria cultural ocupado pelos telejornais policiais, bem como atinente a determinada posição no espaço social ocupado por aqueles que os assistem e que reproduzem opiniões afins às veiculadas nesses onipresentes programas televisivos. / From an argumentation that supports the idea that television, while mass communication vehicle, due to features that are specific of this socio-technical media, can still largely legitimate social representations existing in a certain group, this study investigates the role played in this process by one of the television products of greater impact in Brazil: the police TV newscasts. On attempts here to make evident some fundamental constraints from own context of production of these programs, from a case study fruit of an ethnography held in the newsroom of a local police TV newscast. It is analyzed here, in what is significant for the argumentative purposes of this text, shape and content of the message sent by these programs and is investigated by comparison between two distinct class universes of receiving this message. The goal in adopting this approach, which tries to account for the areas of production, the text itself and the reception, is to understand relationally a complex mechanism of construction and legitimation of world views in a given social universe. And these world views have conservative nature, in correspondence with the place in the cultural industry menu occupied by police TV newscasts, as well as pertaining to a particular position in the social space occupied by those who watch and reproduce opinions similar to that conveyed through those ubiquitous TV programs.

This study proposes an answer to the question of what the contemporary relevance of the writings of GK Chesterton (1874-1936) may be to the field of visual culture studies in general and to discourse on visual hermeneutics in particular. It contends that Chesterton’s distinctive hermeneutic strategy is dramatology: an approach rooted in the idea that being, which is disclosed to itself via language, has a dramatic, storied structure. It is this dramatology that acts as an answer to any philosophical outlook that would seek to de-dramatise the hermeneutic experience. The structure of Chesterton’s dramatology is unpacked via three clear questions, namely the question of what philosophical foundation describes his horizon of understanding, the question of what the task or goal of his interpretive process is and, finally, the question of what tools or elements shape his hermeneutic outlook. The first question is answered via an examination of his cosmology, epistemology and ontology; the second question is answered by the proposal that Chesterton’s chief aim is to uphold human dignity through his defenses of the common man, common sense and democracy; and the third question is answered through a discussion of the three principles that underpin his rhetoric, namely analogy, paradox and defamiliarisation. After proposing the structure of Chesterton’s dramatology via these considerations, the study offers one application of this dramatology to Terrence Malick’s film 'The tree of life' (2011). This is sustained in terms of the incarnational paradox between mystery and revelation that acts as the primary tension and hermeneutic key in Chesterton’s work. / Thesis (PhD)--University of Pretoria, 2012. / Visual Arts / unrestricted

Denna studie undersöker hur fyra gymnasielärare i samhällskunskap reflekterar över nationalism i deras undervisning. Fenomenet nationalism går att förstå som ett såväl snävt som brett begrepp och i denna studie intervjuas lärarna om hur de upplever att nationalism förekommer i deras undervisning som kunskap, perspektiv, fenomen och didaktisk utmaning. Studien är explorativ och använder Sandahls (2015) teori om samhällsvetenskapligt ämneskunnande samt begreppsklassifikationer om sunt förnufts-uppfattningar och naturaliserade axiomer. De teoretiska perspektiven används för att bringa klarhet i vad lärarna ser som relevanta kunskaper och erfarenheter av nationalism i undervisningen och för att belysa vilka didaktiska utmaningar fenomenet kan skapa. Resultaten visar att nationalism är ett återkommande perspektiv i samhällskunskapsundervisningen, som ibland berörs öppet och direkt, i andra fall mer subtilt och indirekt. Fenomenet beskrivs av lärarna som en byggsten i elevernas utveckling av de kunskaper och färdigheter som Sandahl (2015) beskriver som samhällsvetenskapliga tankeredskap. Lärarna beskriver nationalism på ett likartat sätt men skildrar i intervjuerna hur fenomenet ges olika stort utrymme och förmedlas på olika sätt beroende på faktorer såsom gymnasieprogram, gruppsammansättning och mängden samhällskunskap som eleverna läser. De lärare som primärt undervisar på högskoleförberedande program beskriver en mer indirekt förmedling av nationalism som perspektiv och förlitar sig på historieundervisningens innehållskunskaper och den kunskapsprogression eleverna genomgår under deras tre gymnasieår. Lärarna på yrkesprogrammen beskriver snarare att de på ett direkt sätt ger utrymme åt innehållskunskaperna om nationalism i deras undervisning. Resultaten visar även att nationalism upplevs som ett kontroversiellt ämne i klassrumssituationer, där en del elever ger uttryck för antingen sunt förnufts-uppfattningar eller naturaliserade axiomer vilka utgör didaktiska utmaningar i undervisningen. Slutligen visar resultaten på att det finns flera utmaningar kopplat till lärarprofessionen i undervisning om nationalism. Dessa utmaningar rör såväl värdegrund, vetenskaplighet och elevers förförståelse som kräver didaktiska övervägningar i samhällskunskaps­undervisningen. / This study examines how four high school social studies teachers reflect on nationalism in their teaching. The phenomenon of nationalism can be understood as both a narrow and broad concept and in this study the teachers are interviewed about how they perceive that nationalism occurs in their teaching as knowledge, perspective, phenomenon, and didactic challenge. The study is exploratory and uses Sandahl's (2015) theory of second order concepts of Social Science as well as the conceptual classifications of common-sense notions and naturalized axioms. The theoretical perspectives are used to bring clarity to what the teachers see as relevant knowledge and experiences of nationalism in teaching and to highlight the didactic challenges the phenomenon can create. The results show that nationalism is a recurring perspective in social studies teaching, which is sometimes touched upon openly and directly, in other cases more subtly and indirectly. The phenomenon is described by the teachers as a foundation block in the students' development of the knowledge and skills that Sandahl (2015) describes as second order thinking concepts. The teachers describe the concept of nationalism in a similar way but describe in the interviews how the phenomenon is given varying amounts of time and conveyed in different ways depending on factors such as the high school program, group composition and the number of social studies classes that the students attend to. The teachers who primarily teach in university preparatory programs describe a more indirect conveyance of nationalism as a perspective and rely on the content knowledge of history teaching as well as the knowledge progression the students undergo during their three years of high school. The teachers on the vocational programs rather describe that they directly give time to the content knowledge about nationalism in their teaching. The results also show that nationalism is experienced as a controversial topic in classroom situations, where some students express either common-sense notions or naturalized axioms which pose didactic challenges in teaching. Finally, the results show that there are several challenges linked to the profession in teaching about nationalism. These challenges relate to foundation of values, scientific rigor, and students' pre-understanding, which require didactic considerations in social studies teaching.

I juli 2019 försågs förskolan med en ny läroplan och med den ett utökat minoritetsuppdrag, vilket i korthet innebär att förskolan ska bidra till att skydda och främja de nationella minoriteternas språk och kulturer. Tidigare forskning pekar på att läroplansändringar om de nationella minoriteterna haft liten inverkan på ämnesinnehållet inom utbildningssystemet och att det finns svårigheter kopplade till att implementera kultur- och språkrelaterade policyer i förskolan. Syftet med föreliggande studie är därför att genom förskolepersonals förståelser lyfta fram dilemmatiska aspekter i förskolans minoritetsuppdrag. En tonvikt har placerats vid den nationella minoriteten romer, vilket delvis motiveras genom en webbenkät som distribuerats i studiens startskede. Av de fem nationella minoriteterna hade färst respondenter berört romer i förskolans utbildning. För en fördjupad förståelse och för att generera mer data hölls två fokusgruppsintervjuer med totalt sex informanter och en kompletterande individuell intervju med ytterligare en informant. Eftersom studien undersökt ett känsligt ämne genomsyras den av reflexivitet och etiska överväganden. Den data som genererats har analyserats och diskuterats med hjälp av Michael Billigs begreppsapparat ideologiska dilemman, med fokus på sunt förnuft och motstridigheter. Det sunda förnuftet säger att förskolans minoritetsuppdrag är viktigt för att bevara ett kulturarv, revitalisera minoritetsspråken och motverka fördomar. Motstridigheterna består i att arbetet med Sveriges nationella minoriteter och minoritetsspråk villkoras på grund av prioriteringar och rangordningar, resonemanget ”inget minoritetsbarn – inget minoritetsuppdrag”, en rädsla för att göra fel och en strävan att undvika konflikter. Genom en analytisk diskussion påträffas fyra dilemmatiska aspekter i skärningspunkterna mellan 1) ideologier som förskolan förväntas förmedla och ideologier om förskolan som institution, 2) en strävan att revitalisera minoritetsspråken och att det aktualiseras först när ett minoritetsspråkigt barn finns i barngruppen, 3) en strävan att motverka fördomar och en rädsla för att i stället befästa dem och 4) att ge barn förutsättningar att utveckla en kulturell identitet och minoritetsspråket och att upprätthålla tillitsfulla relationer och samarbeten med vårdnadshavare genom att låta bli när de så önskar.Studien bidrar till kunskap om dilemmatiska aspekter i förskolans minoritetsuppdrag och gör dem på så sätt möjliga att adressera. / In July 2019, the preschool was provided a new curriculum and with it an extended minority assignment. In short, this assignment means that the preschool shall protect and promote the languages and cultures of the Swedish national minorities. Previous research indicates that curriculum changes regarding the national minorities generally have little impact on the subject content within the education system and that there are difficulties linked to implementing policies about language and culture in preschool. Therefore, the purpose of this study is to highlight dilemmatic aspects in the preschool's minority assignment through preschool personnel's understandings. An emphasis is placed on the national minority Roma, which is partly motivated by a web survey that was distributed in the initial stages of the study. Out of the five national minorities, the fewest respondents had referenced Roma people in the preschool’s education. For a deeper understanding, and to generate more data, two focus group interviews with a total of six informants and a supplementary individual interview with yet another informant were held. Since a sensitive subject is being examined, the study is permeated by reflexivity and ethical considerations. The data generated has been analyzed and discussed using Michael Billig's theoretical approach to ideological dilemmas, with a focus on common sense and contrary themes. What passes as common sense is that the preschool's minority assignment is important to preserve a cultural heritage, revitalize the minority languages and counter prejudice. The contrary themes regard conditions for working with the Swedish national minorities and minority languages, such as priorities and rankings, the reasoning "no minority child – no minority assignment", a fear of making mistakes, and avoiding conflicts. Through an analytical discussion, four dilemmatic aspects are found in the intersections between 1) ideologies that the preschool is expected to convey and ideologies about the preschool as an institution, 2) an effort to revitalize the minority languages and that this is only actualized when a minority language speaking child is present in the child group, 3) an effort to counter prejudices and a fear of instead reinforcing them and 4) supporting children’s need to develop a cultural identity and their minority language and to maintain trusting relationships and collaborations with children’s guardians by not doing so, if that is their wish. This study contributes to highlighting dilemmatic aspects in the preschool's minority assignments and is thereby making them possible to address.

[pt] A pesquisa investiga se o percurso trilhado na formação inicial é capaz de desconstruir discursos baseados no senso comum quando alunos de Letras Português / Inglês discorrem sobre a importância da aprendizagem da língua inglesa nas escolas. Para tal, o estudo qualitativo baseia-se nos conceitos da Teoria Social do Discurso de Fairclough (2001); nos estudos de Silva (2017) sobre os aspectos neoliberais que impactam o ensino da língua inglesa e nas considerações de teóricos que têm o ensino crítico do idioma como objeto de estudo, como Pennycook (2009), Jordão (2004, 2014) e Oliveira (2014). Como caminho metodológico, primeiramente investigou-se a presença de um senso comum acerca da justificativa para aprendizagem do idioma por meio de pesquisa bibliográfica de caráter histórico, pesquisa de anúncios promovendo a importância da língua e questionário com quarenta voluntários de diferentes faixas etárias e níveis de escolaridade. Após entendimento sobre o que o senso comum aponta como necessidade para a aprendizagem do inglês, foram analisados os discursos de oito graduandos de uma faculdade particular tomados por meio de entrevistas semiestruturadas. Concluiuse que as falas dos alunos de períodos avançados apresentam menos elementos discursivos considerados como de senso comum; no entanto, de modo geral, o senso crítico com relação à aprendizagem do idioma não aparece de maneira clara em seus discursos, o que demonstra haver uma carência de um olhar mais crítico sobre o ensino de línguas durante a formação desses alunos. / [en] The research investigates whether graduation is capable of deconstructing discourses based on common sense when Portuguese / English students talk about the importance of learning English in schools. To this end, the qualitative study is based on the concepts of the Social Theory of Discourse by Fairclough (2001); in the studies by Silva (2017) on the neoliberal aspects that impact the teaching of the English language and in the considerations of theorists who have the critical teaching of the language as an object of study, such as Pennycook (2009), Jordão (2004, 2014) and Oliveira (2014). As a methodology, we first investigated the presence of a common sense in the reasons for learning the language through historical bibliographic research, search for advertisements promoting the importance of the language and a questionnaire with forty volunteers of different age range and educational levels. After understanding what is the common sense about the need for learning English, the speeches - taken through semi-structured interviews - of eight graduates from a private college were analyzed. As a conclusion, it is possible to say that the speeches of senior students have less discursive elements considered as common sense. However, in general, the critical sense regarding language learning does not appear clearly in their speeches, which demonstrates that there is a lack of a more critical look at language teaching during graduation years.

I juli 2019 försågs förskolan med en ny läroplan och med den ett utökat minoritetsuppdrag, vilket i korthet innebär att förskolan ska bidra till att skydda och främja de nationella minoriteternas språk och kulturer. Tidigare forskning pekar på att läroplansändringar om de nationella minoriteterna haft liten inverkan på ämnesinnehållet inom utbildningssystemet och att det finns svårigheter kopplade till att implementera kultur- och språkrelaterade policyer i förskolan. Syftet med föreliggande studie är därför att genom förskolepersonals förståelser lyfta fram dilemmatiska aspekter i förskolans minoritetsuppdrag. En tonvikt har placerats vid den nationella minoriteten romer, vilket delvis motiveras genom en webbenkät som distribuerats i studiens startskede. Av de fem nationella minoriteterna hade färst respondenter berört romer i förskolans utbildning. För en fördjupad förståelse och för att generera mer data hölls två fokusgruppsintervjuer med totalt sex informanter och en kompletterande individuell intervju med ytterligare en informant. Eftersom studien undersökt ett känsligt ämne genomsyras den av reflexivitet och etiska överväganden. Den data som genererats har analyserats och diskuterats med hjälp av Michael Billigs begreppsapparat ideologiska dilemman, med fokus på sunt förnuft och motstridigheter. Det sunda förnuftet säger att förskolans minoritetsuppdrag är viktigt för att bevara ett kulturarv, revitalisera minoritetsspråken och motverka fördomar. Motstridigheterna består i att arbetet med Sveriges nationella minoriteter och minoritetsspråk villkoras på grund av prioriteringar och rangordningar, resonemanget ”inget minoritetsbarn – inget minoritetsuppdrag”, en rädsla för att göra fel och en strävan att undvika konflikter. Genom en analytisk diskussion påträffas fyra dilemmatiska aspekter i skärningspunkterna mellan 1) ideologier som förskolan förväntas förmedla och ideologier om förskolan som institution, 2) en strävan att revitalisera minoritetsspråken och att det aktualiseras först när ett minoritetsspråkigt barn finns i barngruppen, 3) en strävan att motverka fördomar och en rädsla för att i stället befästa dem och 4) att ge barn förutsättningar att utveckla en kulturell identitet och minoritetsspråket och att upprätthålla tillitsfulla relationer och samarbeten med vårdnadshavare genom att låta bli när de så önskar.Studien bidrar till kunskap om dilemmatiska aspekter i förskolans minoritetsuppdrag och gör dem på så sätt möjliga att adressera. / In July 2019, the preschool was provided a new curriculum and with it an extended minority assignment. In short, this assignment means that the preschool shall protect and promote the languages and cultures of the Swedish national minorities. Previous research indicates that curriculum changes regarding the national minorities generally have had a small impact on the subject content within the education system. In addition, there are difficulties linked to implementing policies on language and culture in the preschool. Therefore, the purpose of this study is to highlight dilemmatic aspects in the preschool's minority assignment through preschool personnel's understandings. An emphasis is placed on the national minority known as Roma people, which is partly motivated by a web survey that was distributed in the initial stages of the study. Out of the five national minorities, the fewest respondents had referenced Roma people in the preschool’s education. For a deeper understanding, and to generate more data, two focus group interviews with a total of six informants and a supplementary individual interview with yet another informant were held. Since a sensitive subject is being examined, the study is permeated by reflexivity and ethical consideration. The data generated has been analyzed and discussed using Michael Billig's theoretical approach to ideological dilemmas, with a focus on common sense and contrary themes. What passes as common sense is that the preschool's minority assignment is important in order to preserve a cultural heritage, revitalize the minority languages and counter prejudice. The contrary themes regard conditions for working with the Swedish national minorities and minority languages, such as priorities and rankings, the reasoning "no minority child – no minority assignment", a fear of making mistakes, and avoiding conflicts. Through an analytical discussion, four dilemmatic aspects are found in the intersections between 1) ideologies that the preschool is expected to conveyand ideologies about the preschool as an institution, 2) an effort to revitalize the minority languages and that this is only actualized when a minority language speaking child is present in the child group, 3) an effort to counter prejudices and a fear of instead reinforcing them and 4) supporting the children in developing a cultural identity and their minority language and to maintain trusting relationships and collaborations with the children’s guardians by not doing so, if that is their wish. This study contributes to highlighting dilemmatic aspects in the preschool's minority assignments and is thereby making them possible to address.

No description available.

Made available in DSpace on 2016-03-15T19:48:42Z (GMT). No. of bitstreams: 1 Donizeti Rodrigues Ladeia.pdf: 29867 bytes, checksum: 7b7c84172c4404208499b83aa8f8ad2a (MD5) Previous issue date: 2006-12-14 / Instituto Presbiteriano Mackenzie / This research introduces the Thomas Reid philosophy, as a philosophical matrix, through the north american presbyterianism, represented by the North American Presbyterian Church, and how the Igreja Presbiteriana do Brasil, received the influencies of that philosophy through foreign mission. The environment of this analysis was the crisis period, that the Scotish Philosophy appeared. The analysed factors in that environment was, the crisis that influenced the philosophical thinking, specialy in knowledge field in a time starts from Middle Age English School inquiring up to epistemologics crisis context of Reid s thinking. After that, the Reid s formulation of thinking was studied, the common sense. At this point we have the study about how Reid faced the ceticism based in David Hume s conception. The final part shows how the common sense philosophy became de philosophical matrix of protestanism through North American Presbyterian Church, and subsequently by the Princeton missionaries actions in Brazil. / Esta pesquisa introduz o estudo da filosofia de Thomas Reid, como matriz filosófica, através do presbiterianismo norte americano, representado pela denominação da Igreja, Presbiteriana Norte Americana, e de como a Igreja Presbiteriana do Brasil recebeu as influências desta filosofia, através das missões estrangeiras. Analisou-se o período de crise, no qual eclodiu a filosofia escocesa. Os fatores analisados neste ambiente foram a crise que atinge o pensamento filosófico principalmente na área do conhecimento em um período que vai dos questionamentos da Escola Inglesa na Idade Média até o contexto epistemológico do período vivido por Thomas Reid. Posteriormente, estudou-se a formulação do pensamento de Reid, o senso comum. Nesta parte temos o estudo sobre como Reid enfrentou o ceticismo formulado nas concepções de David Hume. A parte final mostra como a filosofia do senso comum se tornou a matriz filosófica do protestantismo através da Igreja Presbiteriana da América do Norte, e depois pela atuação dos missionários formados em Princeton no Brasil.