In this thesis, I explore the concept of a scientific fact through the work of Polish physician Ludwik Fleck (1896-1961). Fleck has had an alleged influence upon contemporary philosophy of science, primarily through the work of Thomas Kuhn with subsequent echoes from the direction of the sociology of science. Most writers, however, have restricted their focus upon only one of Fleck's publications, The Genesis and Development of a Scientific Fact (1935), and have highlighted the Polish philosophical community as a primary influence upon Fleck's ideas. I argue in this thesis that since Fleck was a doctor by trade, his views must be understood in the context of the medical issues and philosophy of medicine of his time. Furthermore, in order to appreciate Fleck's concept of a scientific fact, one must turn to his other philosophical works. A more judicious picture of Fleck and his concept of a scientific fact is provided by this analysis even though, I conclude, his approach remains philosophically unsatisfactory. / Master of Arts

Einleitung: Ein Eingriff, der in der heutigen Zeit sehr häufig angewandt wird, gleichzeitig aber Thema einer kontroversen wissenschaftlichen Debatte ist, ist die Episiotomie. Methode: Dieser Untersuchung liegt eine qualitative Analyse von 39 Dissertationen im Fach Gynäkologie und Geburtshilfe zu Grunde, die im Zeitraum zwischen 1885 und 1996 an deutschen Hochschulen und Universitäten zum Thema Episiotomie veröffentlicht wurden. Die Doktorarbeiten wurden anhand eines Fragerasters untersucht und die Ergebnisse in Tabellenformaten zusammengefasst. Ergebnisse: Es ist festzustellen, dass eine Entwicklung weg von den Indikationen "Missverhältnis" und "Prophylaxe des Dammrisses" hin zu sehr zahlreichen und verschiedenartigen Indikationen stattgefunden hat. Details der Schnittführung werden ab 1927 so intensiv und breit diskutiert, dass dieser Punkt bis in die heutige Zeit als der Diskussionspunkt um die Episiotomie überhaupt gelten kann. Diskussion: Die Diskussion und Interpretation der Ergebnisse erfolgte nach den von Fleck postulierten Annahmen von Denkstilen, Denkkollektiven und systemimmanenten Fragestellungen der Forschenden. Ausgehend davon wurde der Untersuchungszeitraum in drei Abschnitte unterschiedlicher wissenschaftlicher Prägung unterteilt. Schlussfolgerung: Die Forschungsgegenstände, Forschungsergebnisse und auch die Interpretationen sind zeitabhängig. Eine jede Arbeit muss im Kontext ihrer Entstehungsgeschichte betrachtet werden. Somit ist jeder Forschende in zweierlei Hinsicht ein Abhängiger: Er produziert die Wissenslandschaft seiner Zeit, aber er reproduziert sie auch. / Introduction: The episiotomy is an operation applied frequently, at present, and at the same time it is a topic of a scientific controversy. Methods: This treatise is based on a qualitative analysis of 39 doctoral thesisses of obstetrics and gynocology published in the period between 1885 and 1996 at German universities und medical academies concerning the topic of episiotomy. The thesisses are analyzed by means of a pattern of questions. The results are summarized in tables. Results: The described indications change from "disproportion" and "prophylaxis of the rupture" to various indications. Details of the direction of the cut are discussed intensivly and widly, since 1927. Nowadays this is the most important point of discussion in the community. Discussion: The discussion and interpretation of the results is based on Ludwik Fleck´s postulates of thought styles, thought communities and system inherent questions of the scientists. Proceeding from this theory the mentioned period is divorsed in three phases of different scientific characters. Conclusion: The objects, results and interpretation of research depend on the scientific period. Every treatise has to be considered in the context of its genesis. Every scientist creates and reproduces the knowlegde and the ideas of his time.

Acompanha: Ensino e epistemologia de ciências: subsídios da epistemologia para a formação inicial de professores de ciências / A Formação Inicial de Professores de Ciências, situada sócio e historicamente em um contexto com fragmentação de saberes, contrapõe-se a efetividade da prática docente para um Ensino de Ciências que possibilite a formação do cidadão crítico. Nesse sentido, a Epistemologia de Ludwik Fleck (1896-1961), apresenta fundamentos para a Formação Inicial de Professores de Ciências, para uma reflexão epistêmica e contextualizada que possibilite ao docente uma atuação como mediador que sensibilize os sujeitos para o exercício crítico da cidadania. Desse modo, o objetivo deste estudo foi analisar as possibilidades que a epistemologia de Ludwik Fleck pode trazer para o enfrentamento das lacunas presentes na Formação Inicial de Professores de Ciências. Quanto ao percurso metodológico, optou-se por um estudo exploratório, com abordagem quali e quantitativa e a pesquisa foi desenvolvida em três etapas. A primeira etapa consistiu na Fundamentação Teórica que viabilizou a investigação empírica, e o desenvolvimento do produto que emergiu de lacunas da Epistemologia na Formação Inicial de Professores de Ciências. O produto elaborado é uma proposta de curso, disponibilizado em plataforma online, para a Formação Inicial de Professores a partir da Epistemologia. Este curso foi aplicado, na 2ª etapa da pesquisa, para acadêmicos do curso de Licenciatura em Ciências Biológicas em uma Universidade Pública do Estado do Paraná. Nesse momento, realizou-se a coleta de dados e a avaliação do produto pelos participantes. Na terceira e última etapa, deu-se a análise e discussão dos dados tendo por marco teórico a epistemologia de Fleck. Os resultados da pesquisa indicam para os seguintes aspectos: a circulação de conhecimentos e práticas entre os Coletivos de Pensamento nos quais os professores em formação inicial trafegam; as lacunas presentes nos Coletivos de Pensamento da Didática das Ciências e da Educação/Ensino de Ciências; e as implicações dos professores formadores como disseminadores de Estilos de Pensamento. Por fim, o produto desenvolvido nesta pesquisa oferece possibilidades para a inserção de discussões epistemológicas na perspectiva Fleckiana para a Formação Inicial e continuada de professores, tendo em vista a (re) configuração da Educação em Ciências. / The Initial Training Science Teachers socio and historically situated in a context with fragmentation of knowledge, often contrasts the effectiveness of teaching practice for a science education that enables the formation of the critical citizen. In this sense, the epistemology of Ludwik Fleck (1896-1961), has grounds for Initial Training science teachers so that, through the epistemic and contextual reflection, the training teacher receives subsidies that allow the defrag and contextualize knowledge so that in its role as mediator, sensitize the subjects for the critical citizenship practice. Thus, the aim of this study was analyze the possibilities that Fleck's epistemology brings to face the gaps present in the initial training of science teachers. Regarding the methodological approach, we chose an exploratory study with a qualitative and quantitative approach and the study developed in three stages. The first stage consisted of Theoretical Foundation that enabled the empirical research, and product development, which emerged gaps in the Epistemology in Initial Training Science Teachers. The final product is a course proposal for Initial Teacher Training Science Teaching Instrumentation from the Epistemology. This course was applied, in the 2nd stage of the research, for the academic Bachelor's Degree in Biological Sciences in a Public University of Paraná State. At this time, also happened data collection and evaluation of the product by the participants. And, in the third and final stage, there was the analysis and discussion of the data with theoretical framework for the epistemology of Fleck. The survey results indicate the following aspects: the flow of knowledge and practices among Thought Collective in which teachers in initial training go through; the gaps in Collective Thinking of Teaching Science and Education / Science Education; and the implications of teacher educators as disseminators of Thought Collective. Finally, the product developed in this research offers possibilities for the inclusion of epistemological discussions in Fleckiana outlook for Initial and continuing teachers formation, in view of the ongoing process of (re) configuration of Science Education.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present master’s research held as base the discussion of actions paved by the curricular perspective of Thematic Approach (TA), through elements of the epistemology of Ludwik Fleck. Based on the fundaments of Freirean ideals, the proposal of thematic approach has been labeled by the field’s literature as an alternative for overcoming the problems regarding school’s curricular context. Despite such label, it was noted the inexistence of papers that approach which are the subjects who, within the field, build and disseminate knowledge regarding the curricular approach. Utilizing this realization as a prerogative, the following research problem is proposed: How is constituted the exoteric circle of researchers which, in the field of Science Education, develops actions by the Thematic Approach? Which theoretical and practical elements aid in the characterization of the Style of Thought of this collective?. With the goal to answer this questions, initially, a research for papers was made in some of the main journals of the field, such as: “Ciência & Educação”, “Ensaio: Pesquisa em Educação em Ciências”, “Investigações em Ensino de Ciências” e “Revista Brasileira de Pesquisa em Educação em Ciências”.Based on the thirteen articles selected during the bibliographical review, it was possible to make other questionings regarding how the thematic approach has been thought and worked within the field, in addition to identify the names of the main personalities who promote actions and build knowledge relative to this perspective. Past this identification, a second phase of the research was executed, constituted by interviews with five of the six main specialists who constitute the exoteric circle regarding the Thematic Approach. Afterward the analysis of the interviews, it was possible to discuss characteristics regarding these subjects, and therefore initiate the process of characterization of the style of thought of this collective. Supported by the interviews and selected works, along the first phase of the research, aided by the Discursive Textual Analysis as a method for analysis, it was possible to identify four categories: i) The development of papers: contexts and conceptions; ii) Freirean presuppositions as base (divides in other three categories); iii) Elements regarding the perspective of TA (divided in other four categories); iv) Challenges: how to overcome them?. The description and characteristics of the categories enable to characterize the style of thought of the exoteric circle, which is strongly marked by a Freirean bias and structured based on actions through formative processes and in a group context. It was also noticed that the identified exoteric circle organize its discussions and practices based on real demands which, having them as base, knowledge on the perspective of question and transform that reality can be constructed. / A presente pesquisa de mestrado teve como base a discussão das ações balizadas pela perspectiva curricular da Abordagem Temática (AT), a partir elementos da epistemologia de Ludwik Fleck. Fundamentada em ideais freireanos, a proposta da abordagem temática tem sido sinalizada pela literatura da área como uma alternativa para a superação dos problemas relacionados ao contexto curricular escolar. Apesar de tal sinalização, percebeu-se a inexistência de trabalhos que abordassem quem são os sujeitos que, dentro da área, constroem e disseminam conhecimentos relacionados à abordagem curricular. Tendo como prerrogativa essa constatação, propôs-se o seguinte problema de pesquisa: Como se constitui o círculo esotérico de pesquisadores que, na área de Educação em Ciências, desenvolve ações a partir da Abordagem Temática? Quais elementos teóricos e práticos auxiliam na caracterização do Estilo de Pensamento deste coletivo?. Objetivando responder esse problema, realizou-se, inicialmente, uma busca por trabalhos em alguns dos principais periódicos da área, sejam eles: “Ciência & Educação”, “Ensaio: Pesquisa em Educação em Ciências”, “Investigações em Ensino de Ciências” e “Revista Brasileira de Pesquisa em Educação em Ciências”. Com base nos treze artigos selecionados durante a revisão bibliográfica, foi possível realizar outros questionamentos sobre o modo como a abordagem temática vem sendo pensada e trabalhada dentro da área, além de identificar os nomes dos principais sujeitos que promovem ações e constroem conhecimento relativo a essa perspectiva. Após essa identificação, realizou-se uma segunda etapa da pesquisa, a qual consistiu na realização de entrevistas com cinco dos seis principais especialistas que compõem o círculo esotérico em relação à AT. Após a análise das entrevistas realizadas, foi possível discutir características em relação a esses sujeitos, e iniciar o processo de caracterização do estilo de pensamento do coletivo. Baseando-se nas entrevistas e nos trabalhos selecionados, durante a primeira etapa da pesquisa, com o auxílio da Análise Textual Discursiva como método de análise, foi possível identificar quatro categorias: i) O desenvolvimento dos trabalhos:contextos e concepções; ii) Pressupostos freireanos como balizadores das concepções e práticas (dividida em outras três subcategorias); iii) Elementos relacionados à perspectiva da AT (dividida em outras quatro subcategorias); iii) Desafios: como tentar superá-los?. As descrições e as características das categorias possibilitaram caracterizar o estilo de pensamento do círculo esotérico, o qual está fortemente marcado por um viés freireano e estruturado com base em ações via processos formativos e em contexto de grupo. Percebeu-se, também, que o círculo esotérico identificado organiza as suas discussões e práticas com base em demandas da realidade e que, partindo delas, constroem-se conhecimentos na perspectiva de problematizar e transformar aquela realidade.

The present thesis is based on a scientifically-informed, contextualized and historicized reading of Ludwik Fleck. In addition to his monograph, the material studied includes his additional philosophical writings, his internationally-published scientific articles and two, thus-far-unstudied postwar Polish papers related to his Buchenwald experiences. The sources provided by Fleck have been traced back to the time of their origin. Based on the above material, it is argued that, rather than relativizing science and deeply influencing Kuhn, Fleck, attempting to participate in the current debates, is an ardent proponent of science, offering an internal account of its pursuit that accords with his oft-contested epistemic concepts, e.g., Denkzwang, Sinnsehen and Kopplungen. The exposure of his description of the Wassermann reaction discloses a highly selective reading of the sources available at the time, but also reveals its relation to the current debate on Einzelwissenschaften, or the standing of new emerging disciplines versus age-old ones, all occasioned by the remarkable progress of science that has also affected philosophy. The divide between philosophers and scientists on the philosophical implications of modern physics is exposed, as is Fleck’s heuristic use of the latter topic in his epistemology. A more realistic account of his often-valued scientific accomplishments is provided. It is argued that the modern interpretation or received humanist view of Fleck is based on the opposition, at the time Fleck’s monograph was rediscovered, of STS writers to a scientifically-informed reading of his texts. An additional corrective to the received view of Fleck is found in some of his postwar Polish papers related his Buchenwald experiences. The latter might also provide an answer to some of the contradictions inherent in the modern mythology surrounding Fleck. In amply exposing the precarious situation of the time, and the complexity of the ethical issues at stake, Fleck’s papers in fact generate age-old philosophical questions still worth contemplating. / QC 20100826

Techn. Universiẗat, Diss., 2005--München.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-22T22:23:56Z No. of bitstreams: 1 XeniaSilvaGomesBrandao_DISSERT.pdf: 1190370 bytes, checksum: 46b0020f05974e473df8d6a679972d5d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-25T21:46:13Z (GMT) No. of bitstreams: 1 XeniaSilvaGomesBrandao_DISSERT.pdf: 1190370 bytes, checksum: 46b0020f05974e473df8d6a679972d5d (MD5) / Made available in DSpace on 2016-02-25T21:46:13Z (GMT). No. of bitstreams: 1 XeniaSilvaGomesBrandao_DISSERT.pdf: 1190370 bytes, checksum: 46b0020f05974e473df8d6a679972d5d (MD5) Previous issue date: 2013-09-30 / Este estudo surge no contexto de forma??o de professores de f?sica e objetiva, a partir do discurso do professor formador, identificar poss?veis modelos pedag?gicos e caracterizar estilos de pensamento presentes no curso de licenciatura em f?sica do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN), utilizando a epistemologia de Ludwik Fleck. Caracterizamos a nossa pesquisa como qualitativa de natureza emp?rica e optamos pela An?lise Textual Discursiva (ATD) (MORAES, 2003). O l?cus de nossa investiga??o foi o curso de licenciatura em f?sica do IFRN, Campus Natal Central, e os sujeitos da pesquisa, um grupo de professores formadores dessa licenciatura. Foram entrevistados dez docentes, sendo seis do n?cleo espec?fico da f?sica e quatro das disciplinas do n?cleo did?tico-pedag?gico. Mediante esse desenho, compusemos uma coleta de dados desenvolvida por: 1) entrevista semiestruturada; 2) an?lise documental. Nas an?lises dos dados, com o suporte das tend?ncias pedag?gicas que verificamos em nosso estudo a partir da percep??o das semelhan?as e diferen?as entre as concep??es apresentadas pelos professores sobre: educa??o e ensino; pr?tica de ensino ideal; fun??o do professor; concep??es de aprendizagem; e fun??o do aluno e do pensamento ideol?gico desses professores formadores sobre o perfil profissional do egresso, observamos subs?dios para identificar indicativos da presen?a de tr?s estilos de pensamento distintos e que se inter-relacionam entre si de forma mais ou menos intensa. A relev?ncia do estudo se apresenta na compreens?o dos estilos de pensamento que participam da din?mica do curso de forma??o de professores em f?sica e, por consequ?ncia disso, na elucida??o de uma problem?tica apontada a priori como motivadora da pesquisa, qual seja: a dificuldade de intera??o comunicativa sobre as pr?ticas educacionais entre os professores formadores. Trazemos a epistemologia de Fleck como uma possibilidade motivadora de di?logo e negocia??o, configurando-se, dessa forma, como um instrumento de mudan?a efetiva, tendo em vista a significa??o da forma??o de professores de f?sica. / This study arises in the context of physics teacher training and aims, from the speech of the teacher trainer, identify possible pedagogical models and characterize thinking styles present in the course of licentiate in physics of IFRN using the epistemology of Ludwik Fleck. We classify our research as qualitative with an empirical nature, and for the analysis we chose the discursive textual analysis - DTA (MORAES, 2003). The locus of our research will be the licentiate in physics at the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN, Natal-Central Campus and the research subjects, a group of teacher trainers of this course. We interviewed ten teachers, being six from the group dedicated to physics and four from the group dedicated to didactics and pedagogy. From this design, we performed data acquisition consisted of: 1) semi-structured interview, 2) document analysis. On the data analysis, with the support of pedagogical trends that were observed in our study based on the perception of the similarities and differences between the ideas presented by teachers about: education and teaching; ideal teaching practice, teacher's role, learning conceptions, and according to the student and on the ideological thinking of these former teachers on the professional profile of graduates, we noted subsidies to identify evidences of the presence of three distinct thinking styles that interrelate with each other in a considerably intense way. The relevance of the study is presented in the understanding of thinking styles that participate in the dynamics of the course of teacher training in physics, and by consequence, elucidation of a problem pointed out a priori as motivating the research: the difficulty of communicative interaction on educational practices among teacher trainers. We bring Fleck's epistemology as a motivating possibility of dialogue and negotiation, setting thus an instrument of real change, towards the significance of teacher training in physics.

This study examines how mental illness in the movie “Joker” (2019) is portrayed. Thestudy uses a qualitative content analysis with a class-perspective using sociologistPierrie Bourdieu's theoretical concepts. The main questions of this study are howBourdieu's theoretical concepts habitus, strategy, field and capital are portrayed as itrelates to mental illness.The study follows a traditional structure while using a qualitative content analysis. Itdoes so by implementing a coding-phase, followed by categorization and lastly, andmostly, thematization. By doing so it allows for a greater deal of interpretation whichis essential for answering the study's purpose.The study suggests that the portrayal of mental illness in the movie is nuanced andtherefore not necessarily all good nor bad. It argues that by humanizing the movie'smain character it highlights deeply rooted systematic issues through a paralleldepiction of a mentally ill person and the society's downfall, all while also portrayingmental illness as logical within the given context. However, it also suggests that themovie, through the lens of the social sphere, portrays the issue of mental illness asone reserved for society's alienated population. / Denna undersökning analyserar hur psykisk ohälsa skildras i filmen “Joker” (2019).Undersökningen genomförs med hjälp av en kvalitativ innehållsanalys och använderett klassperspektiv med utgångspunkt i Pierre Bourdieus teorier och begrepp.Analysen tar fasta på hur Bourdieus teoretiska begrepp habitus, strategi, fält ochkapital gestaltas och vad det innebär för skildringen av psykisk ohälsa.Undersökningen följer en traditionell struktur vad gäller kvalitativ innehållsanalys.Detta sker genom användning av en kodningsfas, kategoriseringar och tematisering.Denna struktur möjliggör för en större tolkningsfrihet, något som är essentiellt för attkunna besvara undersökningens syfte.Undersökningens resultat argumenterar för att skildringen av psykisk ohälsa i filmenär nyanserad och därigenom inte uteslutande negativ eller positiv. Resultatet tyderpå att filmens humanisering av dess huvudkaraktär genom en parallell illustration aven psykiskt sjuk persons och ett samhälles förfall belyser djupt rotade systematiskaproblem, samtidigt som den också skildrar psykisk ohälsa som logisk inom den givnakontexten. Undersökningen hänvisar dock också till filmens gestaltning av detsociala rummet som en problematisk aspekt då det skildrar psykisk ohälsa somreserverat för samhällets alienerade befolkning.

Grapevine leafroll-associated virus-2 (GLRaV-2), GLRaV-3, and grapevine fleck virus (GFkV) are widespread in grapes around the world. These viruses can cause significant crop loss and affect wine quality by reducing sugar accumulation and compromising skin color. Mealybugs are vectors of grapevine leafroll-associated viruses (GLRaVs). A statewide survey of commercial and wild grapevines in Virginia was conducted during 2009 through 2011. Also, vector management options were tested in two field studies. GLRaV-2, GLRaV-3, and GFkV were detected in 8%, 25%, and 1%, respectively, of over 1,200 vine samples (41 wine grape varieties) from 77 locations, and 64% of vineyards were positive for at least one of the tested viruses. All 100 wild grapevines tested were free of these three viruses, indicating that they are not alternative hosts. The majority of infected vines from commercial vineyards were planted prior to the 1990\'s; however, some new plantings were also found to be positive, indicating movement of the viruses among vineyards and also potential infection prior to planting. The high frequency of virus-infected vines emphasizes the importance of clean plant materials, as well as management of vector insects. The insecticide trials resulted in promising vector control with dinotefuran and spirotetramat; however, acetamiprid and pryrethroid resulted in an increase in mealybug population. This study is the first to examine multiple grape viruses in VA. It will aid in developing better strategies aimed at controlling mealybugs to restrict the movement of viral diseases. / Master of Science in Life Sciences

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T18:51:53Z No. of bitstreams: 1 TES_LUCIANO_DENARDIN_DE_OLIVEIRA_COMPLETO.pdf: 2504086 bytes, checksum: 9d81a7646c1c0d3d1e22b731e7fcd83f (MD5) / Made available in DSpace on 2017-06-30T18:51:53Z (GMT). No. of bitstreams: 1 TES_LUCIANO_DENARDIN_DE_OLIVEIRA_COMPLETO.pdf: 2504086 bytes, checksum: 9d81a7646c1c0d3d1e22b731e7fcd83f (MD5) Previous issue date: 2017-03-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This work aims to understand the teacher-scientist interaction in a continuing education course named CERN Portuguese Language Teachers Programme under the perspective of the sociogenesis of knowledge theory by Ludwik Fleck. The research had a qualitative approach and focused on a case study. Teachers taking part in the course were interviewed and after that their discourse were interpreted according to the theoretical framework of the Discourse Analysis of French matrix. We understand that the structure of the CERN Portuguese Language Teachers Programme reflects a technical rationality and that a single thought collective regarding the thought style of particle physics is set. Scientists make up the esoteric circle, while the teachers make up the exoteric circle, what puts the stream of ideas in the intracollective order. The intracollective communication of ideas strenghts the thought style, so that after the experience in CERN teachers started to include aspects of particles physics in their classes and to promote activities of science popularization related to CERN. However, we have not noticed substantial changes in the teaching practices of the participants. Based on the theory of Fleck, we advocate that changes in the teaching practices happen in a considerable way if intercollective communications of ideas are privileged. In order to accomplish this goal, and contemplating the main guidelines of recent researches that investigated the teacher-scientist interaction in different contexts, we propose a model of teacher-scientist-researcher that involve three distinct thought collectives: the subject-based knowledge one, the professional education knowledge one, and the experiential knowledge one. / O objetivo deste trabalho foi compreender, ? luz da teoria da sociog?nese do conhecimento de Ludwik Fleck, a intera??o professor-cientista em um curso de forma??o continuada denominado Escola de F?sica do CERN. A pesquisa teve um car?ter qualitativo, enquadrando-se em um estudo de caso. Entrevistas foram realizadas com professores participantes do curso de forma??o supracitado e seus discursos interpretados segundo os pressupostos te?ricos da An?lise de Discurso da linha francesa. Compreendemos que a estrutura da Escola de F?sica do CERN reflete uma racionalidade t?cnica e que um ?nico coletivo de pensamento relativo ao estilo de pensamento da f?sica de part?culas ? estabelecido. Os cientistas integram o c?rculo esot?rico e os professores, o c?rculo exot?rico, fazendo com que o tr?fego de ideias seja da ordem intracoletiva. A circula??o intracoletiva de ideias fortalece o estilo de pensamento, de forma que ap?s a viv?ncia no CERN os professores passaram a inserir aspectos da f?sica de part?culas em suas aulas e a realizar atividades de divulga??o cient?fica relacionadas ao centro. Entretanto, n?o verificamos mudan?as significativas nas pr?ticas docentes dos participantes. Respaldado pela teoria fleckiana, defendemos que mudan?as nas pr?ticas docentes ocorrem de forma significativa se forem privilegiadas as circula??es intercoletivas de ideias. Para que essa situa??o seja alcan?ada e contemplando as principais diretrizes de pesquisas recentes que investigaram a intera??o professor-cientista em diferentes contextos, propomos um modelo de intera??o professor-cientista-pesquisador que envolva tr?s coletivos de pensamento distintos: dos saberes disciplinares, dos saberes da forma??o profissional e dos saberes experienciais.