Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-03-28T11:36:55Z No. of bitstreams: 2 Dissertação - Ari Simplício Soares Silva - 2016.pdf: 1854600 bytes, checksum: 1ca3f719220ae228bb96452792b89ea7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-03-28T13:53:01Z (GMT) No. of bitstreams: 2 Dissertação - Ari Simplício Soares Silva - 2016.pdf: 1854600 bytes, checksum: 1ca3f719220ae228bb96452792b89ea7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-03-28T13:53:01Z (GMT). No. of bitstreams: 2 Dissertação - Ari Simplício Soares Silva - 2016.pdf: 1854600 bytes, checksum: 1ca3f719220ae228bb96452792b89ea7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The Austrian philosopher Paul K. Feyerabend, from his portrayal of the nature of science called Epistemological Anarchism, has become one of the most influential and controversial epistemologists of the last century. And, given the growing attention given to the contributions of epistemology to science teaching, a problem arises before us: that of the invisibility of feyerabend’s contributions to think about scientific education in the Brazilian context. Thus, we conducted a study of the Feyerabend works, seeking to relate its representation of science, education and science teaching. To better understand the reasons for this invisibility, in the light of Roger Chartier theoretical framework, we have developed a study on the struggle of representations about the nature of science and its implications for scientific education. / O filósofo austríaco Paul K. Feyerabend, a partir de sua representação acerca da natureza da ciência denominada Anarquismo Epistemológico, transformou-se num dos mais influentes e polêmicos epistemólogos do século passado. E, tendo em vista a crescente atenção dada às contribuições da epistemologia para com o ensino de ciências, surge diante de nós um problema: o da invisibilidade das contribuições feyerabendianas para se pensar a educação científica no contexto brasileiro. Sendo assim, realizamos um estudo da obra feyerabendiana, buscando relacionar sua representação da ciência, a educação e o ensino de ciências. Para melhor compreender os motivos dessa invisibilidade, sob a luz do referencial teórico de Roger Chartier, desenvolvemos um estudo sobre a luta de representações acerca da natureza da ciência e suas implicações para a educação científica.

En este artículo, se analizan los comentarios positivos y negativos que se visualizan en la plataforma digital YouTube a raíz del debate por el proyecto de la Ley de La Preservación, Uso y Difusión de las Lenguas: discusión entre las congresistas peruanas Martha Hildebrandt y María Sumire, que se suscitó el 6 de setiembre de 2007. Mediante el Análisis Crítico del Discurso (Fairclough, 1995, Van Dijk, 1999, Wodak y Meyer, 2003), se estudian cómo los comentaristas generan discursos de discriminación y racismo al usar estrategias lingüísticas. Los discursos se dividen en dos grupos: uno a favor y en defensa del actuar de Martha Hildebrandt y el otro en contra del mismo personaje, pero en defensa de la parte contraria: María Sumire. En base a ello, se demuestra cómo a través de los comentarios realizados virtualmente se reproducen relaciones jerárquicas y se legitiman prácticas sociales excluyentes en relación con ambas congresistas, quienes representan imágenes sociales distintas. / In this article, we analyze the positive and negative comments displayed on the digital platform YouTube as a result of the debate on the Law on the Preservation, Use and Dissemination of Languages: discussion between Peruvian congresswomen Martha Hildebrandt and María Sumire, which took place on September 6, 2007. Through the Critical Discourse Analysis (Fairclough, 1995, Van Dijk, 1999, Wodak and Meyer, 2003), we study how commentators generate discourses of discrimination and racism when using linguistic strategies. The discourses are divided into two groups: one in favor and in defense of Martha Hildebrandt's action and the other against the same character, but in defense of the opposite party: Maria Sumire. Based on this, it is demonstrated how through the comments made virtually, hierarchical relations are reproduced and excluding social practices are legitimized in relation to both congressmen, who represent different social images.