Made available in DSpace on 2016-04-28T14:16:46Z (GMT). No. of bitstreams: 1 Sandra Arruda Grostein.pdf: 368022 bytes, checksum: 1c35d0ca90bbf5edd0a6beaa6430c6fb (MD5) Previous issue date: 2010-05-27 / The following research aims to find in the text Science and Truth, by Jacques Lacan, published in 1966, the arguments with which he justifies the scientific vocation of psychoanalysis and most importantly, shows that it is located in the field of science through the subject. Searching beyond this, to analyze if these justifications are consistent and to identify through which elements they are supported. The investigation is divided into three parts, which correspond to the three chapters of the dissertation, which have the following focus: The subject of science, the object of psychoanalysis and the scientific vocation of psychoanalysis. To bring together science and psychoanalysis, Lacan, in the main text, refuses to include psychoanalysis in the area of human science. Considering this, the research aims to find, through the study of the criticism completed by Lacan, of man as the subject of science, the debate with psychology, implicit in the text. The argument that there is equality between the subject of science and the Freudian unconscious is another focus of this research. Searching to identify the consistency of this argument through the Freudian references that Lacan is examining in the main text. Concluding that psychoanalysis had, and still has, as in Lacan s view, to face two big challenges to be included in the scientific field: the first has to do with the question of the object and the second deals with the differentiation between psychoanalyses and psychology, that the latter seeks to include the first in its set, since it claims for a unity in its field of knowledge / A presente pesquisa visa a localizar no texto A Ciência e a Verdade, de Jacques Lacan, publicado em 1966, os argumentos com que ele justifica a vocação científica da psicanálise, e, principalmente, mostra que esta se insere no campo da ciência por meio do sujeito. Procurando, além disso, analisar se essas justificativas são consistentes e em que elementos se apoiam. A investigação está dividida em três partes, que correspondem a três capítulos da Dissertação, as quais têm os seguintes focos: o sujeito da ciência, o objeto da psicanálise e a vocação científica da psicanálise. Para aproximar a psicanálise da ciência, Lacan, no texto base, recusa, no entanto, incluir a psicanálise no bojo das ciências humanas. Em face disso, este trabalho objetiva encontrar, mediante o estudo da crítica, empreendida por Lacan, ao homem como objeto da ciência, o debate com a psicologia, implícito no texto. O argumento de que há equivalência entre o sujeito da ciência e o inconsciente freudiano é outro foco desta pesquisa. Buscar-se-á identificar, na leitura das referências freudianas apresentadas por Lacan no texto base, a coerência desta argumentação. Chega-se à conclusão de que a psicanálise tinha, e continua tendo, como na visão de Lacan, de enfrentar dois grandes obstáculos para localizar-se no campo científico: o primeiro, dizendo respeito ao debate, que se dá, em seus termos próprios, na ciência, sobre a questão do objeto, e o segundo, acerca da diferenciação em relação à psicologia, que visa a incluí-la em seu conjunto, na medida em que busca a unidade enquanto campo do saber

A separação histórica entre as ciências naturais e as ciências sociais fundamenta-se na distinção ontológica entre os domínios da natureza e da cultura, e na ideia moderna de que a condição (cultural) humana corresponde a um afastamento radical dos outros animais. Porém, somando-se a outros críticos insatisfeitos com essa visão dualista, muitos estudiosos do comportamento animal tem utilizado o termo cultura em referência a não humanos, provocando uma controvérsia que ainda parece longe de um consenso. Neste trabalho, investiguei o sentido da noção de cultura para os antropólogos e o uso etológico (limitando-nos aos primatas) do termo, com os objetivos de compreender melhor a controvérsia e identificar caminhos possíveis na busca por um consenso. Na Antropologia, a noção moderna de cultura se desenvolveu do século XIX até os anos 1950. Cultura passou a ser vista como um fenômeno emergente exclusivamente humano, dependente de nossa capacidade de utilizar símbolos e correspondendo aos padrões e normas comportamentais, artefatos, ideias e, principalmente, valores que os indivíduos adquirem no processo de socialização. Mais recentemente, essa concepção de cultura, e a epistemologia dualista que a sustenta, tem sido alvo de críticas e intenso debate. Ainda que não compartilhem um arcabouço teórico comum, virtualmente todos os antropólogos contemporâneos concordam que o comportamento cultural humano é fundamentalmente simbólico. A discussão recente em torno da atribuição de cultura a primatas não humanos remonta aos estudiosos japoneses que, na década de 1950, acompanharam a dispersão de uma nova técnica de manipulação de alimento em Macaca fuscata, e descreveram o fenômeno com os termos pré-cultura, subcultura e cultura infra-humana. A partir da década de 1960, as pesquisas de campo com populações selvagens e as evidências experimentais de aprendizagem em contexto social levaram ao estabelecimento da Primatologia Cultural e os prefixos foram abandonados. Entre primatólogos, o termo cultura se refere a padrões comportamentais que dependem de um contexto social para se desenvolver, e que podem atravessar gerações. Eu sugiro uma estratégia analítica que distingue os motivos de discordância entre descrições, explicações, teorias e visões de mundo, e argumento que a controvérsia é complexa e inclui discordâncias entre visões de mundo sem, no entanto, dividir os envolvidos em grupos homogêneos (digamos, primatólogos contra antropólogos). Por conta disso, a redefinição e o uso que os primatólogos fazem do termo acabam por manter ilesos os fundamentos da dicotomia natureza/cultura, o que pode explicar, parcialmente, a manutenção da controvérsia. Concluo que o diálogo entre os dois lados da fronteira será imprescindível para os pesquisadores que estiverem interessados em buscar uma abordagem consensual. É possível alcançar um consenso, mas a busca por uma abordagem sintética do comportamento animal que inclua os humanos deverá levar ao abandono ou reconstrução das dualidades natureza/cultura, inato/adquirido e gene/ambiente, e também da atribuição de primazia causal aos genes. Além disso, é necessário discutir a fundo sobre como incluir a questão do simbolismo e do significado em uma perspectiva comparativa / The Western ontological distinction between nature and culture, and the idea that the human (cultural) condition makes us radically different from other animals, are evident in the historical separation between the natural and social sciences. In parallel to other critics of this dualist view, some animal behaviorists have been using the term culture in relation to nonhumans, starting a controversy that is still far from cooling down. In this study, I investigated the meaning of the term culture as used by anthropologists, and also its recent use by ethologists (limiting myself to primatology), in order to better understand the controversy and identify possible paths that might lead to a consensus. In Anthropology, the modern concept of culture developed between the 19th century and the 1950s. It came to be seen as an emergent phenomenon exclusive to human social life. It was dependent on our capacity to use symbols and corresponded to behavioral patterns and norms, artifacts, ideas, and values that individuals acquire in the process of socialization. But this conception of culture, and the dualist epistemology supporting it, have since been largely criticized and intensely debated. Although contemporary anthropologists do not share a common ground or framework, virtually all of them agree that human cultural behavior is fundamentally symbolic. Recent attribution of culture to nonhuman primates started with Japanese scholars who, from the 1950s onward, have followed closely the spread of novel behaviors in Macaca fuscata, which they described with expressions such as preculture, subculture and infrahuman culture. Since the 1960s, field studies on wild populations and experimental research on learning in a social context, have led to the establishment of Cultural Primatology, and the prefixes were abandoned. Among primatologists, the term culture refers to behavioral patterns that depend on the social context to develop and that might be recurrent through generations. I suggest that it might be analytically useful to distinguish the matters of a disagreement between descriptions, explanations, theories and worldviews, and argue that this controversy goes all the way up to the highest reason of disagreement (worldviews). Still, one cannot divide those involved in it into a few homogeneous groups (say, primatologists contra anthropologists). Primatologists redefinition and use of the term do not alter the foundations of the criticized nature/culture dichotomy, and that might at least partially explain the maintenance of the controversy. It is possible to reach a consensus, but the search for a synthetic framework for animal behavior that includes humans might lead to the abandonment or reconstruction of the related dichotomies of nature/culture, innate/acquired and gene/environment, as well as of the causal primacy attributed to genes. It is also necessary to discuss how to include symbols and meanings in a comparative perspective

Submitted by Marlene Aparecida de Souza Cardozo (mcardozo@pucsp.br) on 2018-03-07T13:11:35Z No. of bitstreams: 1 Joana Asseff Neves.pdf: 2319718 bytes, checksum: d616f64384e655e52263cd2878377c87 (MD5) / Made available in DSpace on 2018-03-07T13:11:35Z (GMT). No. of bitstreams: 1 Joana Asseff Neves.pdf: 2319718 bytes, checksum: d616f64384e655e52263cd2878377c87 (MD5) Previous issue date: 2017-09-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present dissertation aims to verify the place of science in the classification of the documentation stored in the Public Archive of the Empire of Brazil. The period from 1838 to 1889 was established from the time of its founding until the time of the Republic. From the relevant legislation (laws, decrees, regulations, etc.) and the reports of the Ministry of the Empire, a historical survey was carried out of the Archivo, highlighting the main events of the period. Thus, to understand the classification of documentation, we analyzed the regulations of 1838, 1860 and 1876, pointing out the incidence of terms related to science; we tried to identify documents related to science deposited in the Archive and its classification; and compared with other classifications that somehow were in dialogue with the one held at the institution. In this way, we believe can understand the place of science in the classification of documents stored in the Archive during the Empire of Brazil / A presente dissertação tem como objetivo verificar o lugar da ciência na classificação da documentação armazenada no Archivo Publico do Império do Brasil. O recorte temporal estabelecido abrange desde sua fundação até o advento da República; portanto, o período entre 1838 e 1889. A partir da legislação concernente (leis, decretos, regulamentos, etc.) e dos relatórios do Ministério do Império foi realizado o levantamento histórico do Archivo, destacando os principais acontecimentos do período. Assim, para compreensão de como era feita a classificação da documentação, analisamos os regulamentos de 1838, 1860 e 1876 apontando a incidência de termos relacionados à ciência; procuramos identificar documentos relativos à ciência depositados no Archivo e sua classificação; e realizamos uma comparação com outras classificações que, de certa forma, dialogavam com a realizada na instituição. Dessa maneira, acreditamos poder entender o lugar da ciência na classificação dos documentos armazenados no Archivo durante o Império do Brasil

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-19T12:21:07Z No. of bitstreams: 1 Laércio Antonio Marzagão.pdf: 10088372 bytes, checksum: f82706705cc5a35fa584cb1854218ac6 (MD5) / Made available in DSpace on 2018-03-19T12:21:07Z (GMT). No. of bitstreams: 1 Laércio Antonio Marzagão.pdf: 10088372 bytes, checksum: f82706705cc5a35fa584cb1854218ac6 (MD5) Previous issue date: 2018-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work has two objectives. The first is to build a history of solid-state physics in Brazil according to three universes: that of the academy, that of industry and that of the state - whose presence in the creation of technology and science became remarkable since World War II. This history is recent, so interviews with representative people from these three universes in Brazil brought the substantial material for the construction of this history. The methodology adopted for the construction of this narrative is that of hybrid oral history. However, more than the isolated histories of these three universes, the interweaving of these three worlds was observed. Based on constructed history, the second objective is to identify the determinants that support the articulation between academia and industry and the resulting creation of wealth from knowledge. This work considers that the success of this articulation is context-dependent, which structure is defined by the theory of "diamond theory" by Michael Porter. The evaluation of the articulation between academia and industry between the years 1970 and 1990 exploits this same theory / Esse trabalho tem dois objetivos. O primeiro é construir uma história da física de estado sólido no Brasil segundo três universos: o da academia, o da indústria e o do Estado - cuja presença na criação de tecnologia e ciência se tornou notável a partir da Segunda Guerra Mundial. É uma história recente. Material substancial para a construção dessa história foi obtido através de entrevistas com personagens importantes desses três universos no Brasil. Mais do que os desenvolvimentos isolados dessas três universos, foi observado o entrelaço desses três mundos. A metodologia adotada para a construção desta narrativa é a história híbrida oral. Com base na história construída, o segundo objetivo é apontar os fatores determinantes que apoiam a articulação entre academia e a indústria e a resultante criação de riqueza a partir do conhecimento. Este trabalho considera, por hipótese, que o sucesso desta articulação é dependente de contexto, cuja configuração é definida pela teoria a "teoria do diamante" de Michael Porter. Essa mesma teoria é utilizada na avaliação do sucesso da articulação entre academia e indústria nos anos 1970 e 1990

A História da Ciência, nas últimas décadas, é apontada pela literatura especializada como um recurso pedagógico apropriado para ensinar conteúdo científico atual e abordar aspectos da natureza da ciência na sala de aula. Este trabalho trata dos aspectos motivacionais e emocionais nos alunos frente ao uso História da Ciência como uma ferramenta para promover discussões sobre a construção do conhecimento científico e para trabalhar o conceito de reprodução animal, concentrando no estudo do desenvolvimento de método experimental em investigação de seres vivos. O episódio histórico escolhido foi o estudo da reprodução de anfíbios realizado por Lazzaro Spallanzani (1729-1799), que nos permitiu explorar com os alunos, especialmente, a reflexão e discussão sobre observação, teoria e as relações entre eles. Tal aspecto metacientífico é importante para promover uma crítica à noção empírico-indutivista da ciência, que ainda é preponderante no ensino das ciências. Na parte empírica deste estudo, foi desenvolvida uma sequência didática, conforme modelo de M. Méheut (2004), orientada segundo os princípios de Design Based Research (DBR), visando motivar os alunos ao aprendizado de conceitos de reprodução, em turmas de terceiro ano do ensino médio. A sequência produzida foi constituída por oito aulas planejadas de acordo com uma estratégia de ensino de investigação. A Sequência Didática foi aplicada em duas escolas públicas da cidade de São Paulo, Brasil. Foram elaborados materiais didáticos para serem usados na Sequência Didática, como textos de apoio sobre o episódio histórico em questão para os alunos (com base na metodologia de história da ciência, ou seja, fontes primárias analisadas em seu contexto) e replicação de experimentos em ambiente virtual por meio de Tecnologias de Informação e Comunicação. A aplicação da Sequência Didática foi registrada em video e avaliada por dois questionários, um para análise dos aspectos motivacionais, e outro, emocionais envolvidos no processo de ensino-aprendizagem. A intervenção mostrou efeitos positivos quanto à motivação dos estudantes e principalmente sobre à auto-eficácia e motivação intrínseca. Contudo, algumas concepções relativas à motivação extrínseca foram resistentes a mudanças, o que forneceu indicações para o aprimoramento dos princípios de design e de sua implementação em sala. Os resultados podem indicar novas possibilidades de utilização de História da Ciência no ensino de ciências / The History of Science, in last decades, is pointed by specialized literature as an appropriate pedagogical resource to teach current scientific content and to approach aspects of the Nature of Science in class. This work treats the motivational and emotional aspects of use History of Science as a tool for student\'s discussions about the construction of scientific knowledge and work the concept of animal reproduction focusing the study of the development of experimental method in investigation of living beings. The historic episode chosen, the study of amphibian reproduction accomplished by Lazzaro Spallanzani (1729-1799), will allow us to explore among students specially the difference between observation and theory and the relations between them. Such metascientific aspect is important to promote a critique to the empirical-inductivist notion of science, which is still preponderant in the teaching of Science. In the empirical part of this study, we developed an instructional sequence as Méheut M. (2004) model, oriented according to the principles of Research Based Design (RBD), aiming to motivate students to learn about concepts of reproduction in groups of third-year high school level. Learning materials were developed for use in the Teaching Learning Sequence, such as support texts to students about the historical episode in question (based in History of Science methodology, primary sources analyzed in its context) and simulation of experiments in virtual environment through Information and Communication Technologies. Application of Teaching Learning Sequence were recorded in video and evaluated by different questionnaires, one for analysis of motivational aspects, and another emotional involved in the teaching-learning process. The intervention showed positive effects regarding the motivation of students and mainly on self-efficacy and intrinsic motivation. However, some concepts related to extrinsic motivation were resistant to change, which provided indications for the improvement of design principles and their implementation in the classroom. The results may indicate new possibilities of using History of Science in science education

This thesis analyzes medical manuals published in England between 1500 and 1770 to trace developing medical understandings and prescriptive approaches to conception, pregnancy, and childbirth. While there have been plenty of books written regarding social and religious changes in the reproductive process during the early modern era, there is a dearth of scholarly work focusing on the medical changes which took place in obstetrics over this period. Early modern England was a time of great change in the field of obstetrics as physicians incorporated newly-discovered knowledge about the male and female body, new fields and tools, and new or revived methods into published obstetrical manuals. As men became more prominent in the birthing chamber, instructions in the manuals began to address these men as well. Overall these changes were brought about by changes in the medical field along with changes in culture and religion and the emergence of print culture and rising literacy rates.

This dissertation argues that the origins of civil defense are to be found in pre-World War II Britain and that a driving force of this early civil defense scheme was fear of poison gas. Later iterations of civil defense, such as the Cold War system in America, built on already existing regimes that had proven their worth during WWII. This dissertation demonstrates not only that WWII civil defense served as a blueprint for later civil defense schemes, but also that poison gas anxiety served as a particular tool for the implementation and success of civil defense. The dissertation is organized thematically, exploring the role of civilians and volunteers in the civil defense scheme, as well as demonstrating the vital importance of physical manifestations of civil defense, such as gas masks and air raid shelters, in ensuring the success of the scheme. By the start of World War II, many civilians had already been training in civil defense procedures for several years, learning how to put out fires, recognize bombs, warn against gas, decontaminate buildings, rescue survivors, and perform first aid. The British government had come to the conclusion, long before the threat became realized, that the civilian population was a likely target for air attacks and that measures were required to protect them. World War I (WWI) saw the first aerial attacks targeted specifically at civilians, suggesting a future where such attacks would occur more frequently and deliberately. Poison gas, used in WWI, seemed a particularly horrifying threat that presented significant problems. Civil defense was born out of this need to protect the civil population from attack by bombs or poison gas. For the next five years of war civil defense worked to maintain British morale and to protect civilian lives. This was the first real scheme of civil defense, instituted by the British government specifically for the protection of its civilian population.

<p>The main purpose of this thesis is to analyze the political thought of Hinke Bergegren (1861-1936), Gustaf Henriksson-Holmberg (1864-1929) and Einar Håkansson (1883-1907), by focusing particularly on their articulation of anarchist ideas. The disseration follows these three Swedish left-wing thinkers closely, while specifically tracing ideological patterns in their published material, public discussions, speeches and other political activities. The study attempts to combine the perspective of intellectual biography with a contextualising approach on ideological analysis. Bergegren, Henriksson-Holmberg and Håkansson stand as illuminating examples of how anarchist ideas could take form at the advent of the twentieth century in Sweden. They were all connected to the working class movement, and participated actively in the public debate about anarchism and its various aspects. This larger political and cultural context is also presented, and put in relation to Bergegren's, Henriksson-Holmberg's and Håkanssons' actions and ideas. Thereby, the study examines certain lines of thought connected to the anarchist ideology, and at the same time find traits in the history of libertarian socialism in Sweden, as reflected in the ideas embraced by the three aforementioned historical actors. From the start Henrik "Hinke" Bergegren - the agitator, writer and journalist who is the principal character in the dissertations first major part - was highly controversial within the social democratic movement. From the early 1890's and up to his final exclusion from the Social Democratic Party in 1908, he was constantly being accused of leading and informal anarchist subdivision, which recommended acts of terror and strived for a social revolution. However, this study confronts and modifies that notion. It concludes that Hinke Bergegren's ideological position during the 1890's cannot be equaled to a clear anarchist conviction; rather, he criticized the party's strong focus on parliamentary tactics from a revolutionary socialist viewpoint. Einar Håkansson, on the other hand, based his critique of authorities, military power, parliamentary governance and private property upon anarchist principles. In several poems and short stories, Håkansson stated his anti-authoritarianism. He was also an early advocate for anarcho-syndicalism. Gustaf Henriksson-Holmberg, the anarchist theoretician, was always anxious to emphasize the importance of avoiding all forms of large-scale political and economical solutions. This position, along with a deep-rooted individualism and a willingness to integrate social theory and political propaganda, characterized Holmberg's political thought from the 1890's and onward. His antipathy against brutal revolutionary tendencies was as solid as his critique of ideological dogmatism. In conclusion, the anarchist lines of thought articulated by the three principal characters in the thesis intersects at several points. They all agreed that private property and capitalism must be abolished and replaced by voluntary forms of cooperation. Furthermore, they expressed a similar disbelief in parliamentary tactics, the military and party bureaucracy.</p>

<p>The purpose of this essay is to examine how the adventure is accomplished as a project, and how this is vindicated, through science or by other means. The scientists of today are not seen as adventurers or heroes, at least not as they used to, but this image lives on as a sort of role or social institution, that can be used by anyone and in any purpose. These roles could be seen as a type of rules for the modern adventurer, and act both as a limit or a possibility. This essay compares two North Pole travelers, Ola Skinnarmo and Salomon August Andrée.</p> / <p>Denna uppsats syfte är att undersöka hur man genomför äventyret som ett projekt och hur detta legitimeras, genom vetenskap eller på annat sätt. Vetenskapsmännen ses idag inte som äventyrare eller hjältar, i alla fall inte på samma sätt som förr, men den bilden lever kvar i form av en "rollbeskrivning" eller en sorts "social institution" som kan användas av vem som helst och i alla möjliga syften. Dessa"rollbeskrivningar"skulle kunna ses som en sorts "spelregler" för dagens moderna äventyrare och verka både begränsande och möjliggörande. I uppsatsen jämförs två polarfarare, Ola Skinnarmo och Salomon August Andrée, och deras respektive expeditioner. </p>

<p>Undersökningen behandlar Rudolf Abelins författarskap från slutet av 1880-talet och fram till mitten av 1910-talet. Det finns en avsaknad av forskning, om Abelin, som tar hänsyn till samtidskontexten och samtliga av hans publicerade verk. Uppsatsen åsyftar att visa hur samtliga böcker skall uppfattas som en helhet. De böcker som studeras är främst mönsterböcker i trädgårdsskötsel, men där ventileras också ett större system av idéer och värderingar. Litteraturen placeras i kontexten av den kulturkris som uppkom­mer när moderniteten gör sitt intåg i Sverige.  Modernitetskritiska rörelser, som egna­hemsrörelsen och kolonirörelsen, jämförs med de idéer som presenteras i Abelins litte­ratur, för att på så vis försöka skapa en större förståelse för hur hans såg på sin samtid och framtid.</p><p>Uppsatsen påvisar att det finns stora likheter mellan Abelin och de modernitetskri­tiska rörelserna, och att det är en utveckling som skett över tid. Det som gör Abelin till ett original, jämfört med andra hemideologer, är att han bakar in sin kritik i böcker som främst rör trädgårdskonsten. Vid studie av samtliga av hans böcker så bildas det en röd tråd, som uppvisar tankar om ett större, enhetligt, idealsamhälle där förhållandet mellan människan och naturen kännetecknas av vördnad. Det står i stark kontrast till den ex­ploatering av naturen som industrialismen – moderniteten – representerar.</p><p>Resultaten i uppsatsen innebär en större förståelse för Abelins förhållande till samti­den, men också i hur han betraktar trädgårdarna ur ett annat perspektiv än rent estetiskt. Slutsatsen påvisar att det finns en rad områden där vidare forskningen kan gå vidare, för att kunna skapa en större bild av denna trädgårdens mästare.</p> / Ifall eventuella läsare har kommentarer så går det bra att vända sig till Olof.nson@gmail.com