It is widely acknowledged that an agent is doing A intentionally only if she knows she is doing A. It has proved difficult, however, to reconcile two natural thoughts about this knowledge. On the one hand, the agent seems to know what she is doing immediately, simply by doing it. Her knowledge seems to rely upon no evidence, and indeed to rest upon no specifiable epistemic basis at all. On the other hand, the agent can be wrong about what she is doing; she is fallible. The difficulty is to see how an agent can be wrong about her action if her knowledge of it is immediate. My dissertation provides an account of the agent’s knowledge of her own actions that reconciles these natural, but apparently conflicting thoughts. In the face of this difficulty, many philosophers distinguish two objects of knowledge in action: the object of immediate knowledge, which is supposed to be something interior, and what the agent actually does, which is known only mediately. I argue that this two-factor framework is unacceptable, since it cannot account for the insight which motivated the study of intentional action via the agent’s knowledge of these actions: that it is in virtue of this specific way of knowing that the agent is the agent of her intentional actions. Instead, I defend a view on which acting intentionally itself, with no need for further epistemic work, is a way of knowing what actually happens. This account of knowledge in action also allows me to clarify how this knowledge is necessarily related to our capacity for agency. I argue that the rational capacities that are drawn on in figuring out what to do here and now are the very source of both the action’s taking place, and the agent’s knowledge of her actions without evidence. Since the agent’s knowledge is the result of the very same reasoning that brings about the action, it is practical, and the agent’s having it is the mark of her practical rationality at work and her being the knowingly efficacious author of the action. / Philosophy

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-21T12:31:50Z No. of bitstreams: 1 arquivototal.pdf: 4201412 bytes, checksum: 4ab24a1f9a16675ec85a5227ed00e0a8 (MD5) / Made available in DSpace on 2016-01-21T12:31:50Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4201412 bytes, checksum: 4ab24a1f9a16675ec85a5227ed00e0a8 (MD5) Previous issue date: 2015-02-27 / This study focuses on processes of manifestation in popular intelligence resources, in order to understand them as orientation to teach and to learn, notedly in literacy of young people and adults. It is possible, through this investigation, to contribute to problematize the ways of success in these domains. This millennium, age of information and challenges driven by continuous technological, economic and cultural transformations, demands a society able to find creative solutions to the literacy problems of young people and adults which, acutely, is part of the planetary history and therefore, Brazilian history. Thus, the main focus of this work is to identify and Annalise the expressions of intelligence, in the use of Métis (a practical intelligence) of illiterate or little literate young people and adults, main subjects of this investigation, residents of the cities Pedras de Fogo in the State of Paraiba and Itambé, in Pernambuco. The basic theoretical and methodological bases is presented by authors such as Ginzburg (1989), Détienne e Vernant (2008), Freire (1992; 2011; 2013) and Gonçalves (2013). That present us guiding perspectives to an attentive, crafty and meticulous know-how, before a promising scenario to be mentally anticipated by the researcher educator in his or her search to make prosper the dialog of knowledge on what is genuine for the student in learning situations. This study shows that in order to go foward with success in the litteracy of young people and adults it is important that the educators have lucidity of what their students think and feel, about what they bring historically with themselves, how their genuine repertory of acquiring knowledge, considered valid by them in front of the difficulties of their lives experiences. It is to the educator, therefore, a smart educative practice, adjusted to the domains of a practical inteligence of the students, in a way that they walk with success in direction to the school knowledge, expanding their expectations as to the results to be achieved. / Este estudo tem como foco os processos de manifestação dos recursos da inteligência popular, com o intuito de entendê-los como orientação para o ensinar e o aprender, notadamente na alfabetização de jovens e adultos. É possível, por meio desta investigação, contribuir para problematizar os caminhos do êxito da aprendizagem e do ensino nesses domínios. Este milênio, era da informação e dos desafios impulsionados pelas contínuas transformações tecnológicas, econômicas e culturais, exige uma sociedade que possa encontrar soluções criativas à problemática da alfabetização de jovens e adultos que, de forma aguda, faz parte da história planetária e, por conseguinte, brasileira. Assim, o enfoque maior deste trabalho é o de identificar e analisar as expressões da inteligência, no uso da métis (uma inteligência prática), dos jovens e adultos não ou pouco alfabetizados, principais sujeitos desta investigação, residentes nas cidades de Pedras de Fogo-PB e Itambé-PE. A fundamentação teórico-prática e metodológica é construída em diálogo com autores como Ginzburg (1989), Détienne e Vernant (2008), Freire (1992; 2011; 2013) e Gonçalves (2013). Ganha ênfase um saber/fazer alternativo, atento, astucioso, meticuloso, como aquele que é antecipado mentalmente pelo(a) educador(a) pesquisador(a) em suas buscas quanto ao que há de genuíno no educando em situações de aprendizagem. O estudo evidencia que para avançar com êxito na alfabetização de jovens e adultos importa que o(a) educador(a) tenha clareza do que pensam e sentem seus alfabetizandos e alfabetizandas, sobre o que trazem historicamente consigo, como seu repertório genuíno de aquisição de saberes, por eles considerado válido diante das dificuldades de suas experiências de vida. Cabe, portanto, ao(à) educador(a) uma prática educativa inteligente, ajustada aos domínios de uma inteligência prática dos educandos, de forma que caminhem com êxito em direção aos saberes escolares, ampliando suas expectativas quanto aos resultados a alcançar.