Na Alemanha, a Crítica da Razão Pura, em 1781, inaugura uma nova forma de se pensar a metafísica; na França, a queda da Bastilha, em 1789, expressa uma nova forma de se atuar na história. Muita esperança foi depositada nesses dois acontecimentos, mas pouco depois da virada para o século XIX, são diversas as vozes que afirmam que eles já teriam chegado ao um final. A filosofia hegeliana tenta conferir uma resposta a essas vozes. Para tanto, Hegel busca rearticular a relação entre filosofia e história a partir do conceito de carecimento da filosofia. Se, por certo, este conceito é retirado da própria filosofia kantiana, o significado que Hegel lhe confere é significativamente diferente, ligando, antes, a um problema no interior da formação cultural do que a uma faculdade do conhecimento humano. Retrabalhando dois temas centrais da filosofia crítica kantiana a relação da filosofia com o senso comum e a relação do ceticismo com a filosofia Hegel poderá mostrar como o conceito de carecimento de época tem de estar no cerne de toda a filosofia. Evitando, ao mesmo tempo, alçar seja a objetividade, em si mesma, seja a subjetividade, em si mesma, como artífices da unificação entre sujeito e objeto. Paralelamente, para se apreender o verdadeiro significado da Revolução Francesa seria necessário radicalizar o conceito de representação, evitando tanto o conformismo com o Estado máquina, em que a sociedade perde toda a sua liberdade, quanto a nostalgia pelo ideal da liberdade primitiva, em que poderia se viver em uma comunidade sem lei e sem Estado. Para Hegel, somente na medida em que não se compreendeu o verdadeiro significado de cada uma dessas revoluções, seria possível atribuir-lhes um final. / Kant inaugurates a new way of thinking about the metaphysics; the events in France from the fall of the Bastille inaugurate a new way of thinking about politics. Much hope was placed in these two events. However, at the time that Hegel began to publish his first philosophical writings, many voices were heard proclaiming that both would be finishing. This dissertation understands Hegel\'s philosophy as an attempt to answer those voices, showing that only when one may not understand the true meaning of each one, it is possible to assing an end to them. From the Hegelian perspective, to grasp the true significance of Kant\'s philosophy, it would be necessary to radicalize the concept of criticism (which try to avoid that philosophy relapses into common sense and into raving), compelling it to dissolve even sensible things, instead of returning to postulate things supersensible to ensure awareness. Avoiding at the same time, raise the objectivity in itself and the subjectivity in itself, as architects of unification between subject and object want to. In parallel, to grasp the true significance of the French Revolution would be necessary to radicalize the concept of representation, avoiding both conformity with the state machine, where the society loses all its freedom, and the nostalgia for the primitive ideal of freedom, which postulates that it is possible to live in a community without law and without state.

Os historiadores da filosofia parecem quase todos de acordo ao atribuir a Parmênides o início da reflexão a respeito do ser. Mas no Poema encontramos também um discurso a respeito do não-ser. A deusa, a voz de Parmênides, diz que o caminho do não-ser é caminho impercorrível e que ademais, o não-ser não pode nem ser dito e nem ser pensado como origem da geração e da corrupção das coisas. Melisso aparentemente leva esse preceito à últimas conseqüências, pois se não há geração e corrupção, para ele o mundo é infinito, eterno, uno e imutável. Além disso, Melisso nega totalmente os fenômenos, julgando-os um engano dos sentidos. Surge a pergunta: eles estarão falando do mesmo não-ser? Este trabalho tem por objetivo estabelecer as noções respectivas de não-ser em Parmênides e em Melisso. Verificadas as noções de não-ser, elas são comparadas de forma a evidenciar as diferenças: a noção de não-ser de Parmênides aponta para a contradição (noção ontológica); a noção de não-ser de Melisso aponta para o nulo (noção lógica). O trabalho conclui que Melisso transgride o preceito da deusa parmenidiana, usando o não-ser no discurso e no pensamento, pois para ele já não era um conceito contraditório, mas um conceito de ausência, próximo ao nosso conceito de zero. Como complemento, a pesquisa aponta que na seqüência histórica, o conceito de não-ser criticado pelos filósofos posteriores é mais o conceito de Melisso do que aquele de Parmênides. Esse apontar complementar é obtido com um rápido sobrevôo nas filosofias de Górgias e de Platão, com o intuito de abrir a problemática dos próximos passos da pesquisa. Nosso trabalho confirma também o isolamento histórico de Parmênides, tendo sido um inovador sem seguidores. / Almost all the philosophy historians seem to agree attributing to Parmenides the beginning of the reflection about being. In the Poem, however, we also find a speech about not being. The goddess, voice of Parmenides, says that the way of not being is a non accessible way and furthermore not being cannot be said nor thought as the origin of coming-to-be and passingaway of all things. Melissus seems to convey that precept to its boundaries, for if there is no coming-to-be and no passing-away, the world is infinite, eternal, one and immutable. Furthermore, Melissus denies the entire world of experiences, considering it a mistake of senses. There arises a question: are they speaking about the same? This work aims to set up the notions of not being in Parmenides and Melissus. Once examined that notions, they are confronted to make evident he difference: the notion of not being in Parmenides points towards a contradiction (ontologic notion); the notion of not being in Melissus points towards the null (logic notion). The work reaches the conclusion that Melissus transgresses the precept of the parmenidian goddess, using not being in saying and thinking, for it wasnt, in his vision, a contradictory concept, but a concept of absence, close to our concept of zero. In order to complement, our inquiry indicates that, in the historical sequence, the concept of not being rejected by subsequent philosophers is more the Melissus concept than Parmenides one. The direction given is obtained in a quickly overflying in Gorgias and Platos philosophies, with the aim of opening the problematic to next steps of inquiry. Our work confirms also the loneliness of Parmenides, for he was a renovator without followers.

A pesquisa na área de Ensino de Ciências tem indicado que o ensino de Física na Educação Básica deve ser acompanhado de discussões acerca da natureza da ciência (NdC). Pesquisas apontam, no entanto, que essa inserção não tem ocorrido de maneira satisfatória, mesmo quando os docentes detêm visões epistemológicas alinhadas às visões contemporâneas. Neste contexto, a presente investigação objetivou compreender, através de estudos de caso etnográficos, as práticas didáticas de futuros professores de Física na disciplina de Estágio Supervisionado, ao final do curso de Licenciatura. Investigamos como um grupo de licenciandos se apropriou de conhecimentos de História e Epistemologia da Ciência e em que medida integrou e fez efetivo uso (ou não) desses conhecimentos em suas aulas de regência na escola, bem como os desafios e dificuldades enfrentadas. Para tal, realizamos imersão em sala de aula na disciplina de Estágio durante os semestres de 2015/2 e 2016/1, fizemos entrevistas em profundidade e utilizamos a Teoria Fundamentada em Dados (de Strauss e Corbin) para análise qualitativa dos dados coletados. As ideias de Ludwick Fleck serviram-nos de referencial teórico-epistemológico, auxiliando-nos a compreender as interações desse coletivo de pensamento com outros coletivos (dentro e fora da universidade). Observamos ou uso, ou não, da História e Filosofia da Ciência (HFC) pelos licenciandos para trabalhar elementos da NdC em sala de aula. Os resultados mostraram que os estagiários, na sua grande maioria, não conseguiram utilizar de maneira satisfatória os conhecimentos epistemológicos e históricos no decorrer da disciplina de Estágio Supervisionado. Em geral, eles apontaram ter dificuldade de empregar/operacionalizar na prática didática esses conhecimentos, e demonstraram pouco aprofundamento principalmente de aspectos epistemológicos. Contudo, suas falas indicam que eles percebem a possibilidade e importância de inserir elementos históricos e filosóficos da ciência nas aulas. Os estudantes reconhecem o uso de elementos históricos e epistemológicos como alternativa aos “moldes tradicionais” de aulas de Física. Eles também avaliam positivamente o uso dos microepisódios de ensino, inseridos nas disciplinas de Estágio Supervisionado e História da Física e Epistemologia. Concluímos que precisa ser dada uma atenção especial aos conhecimentos epistemológicos durante a formação inicial, maior do que os de História da Ciência, e que algumas estratégias diversificadas podem contribuir para que os futuros professores se sintam mais confortáveis e seguros para promover essas discussões. / Research in Science Education point out the importance to include discussions about nature of science (NOS) in physics classes on elementary and secondary education. However, researches point out this insertion has not occurred satisfactorily, even when teachers hold contemporary epistemological views. In this context, the present research aimed to understand, through ethnographical case studies, the didactic practices of pre-service Physics teachers in a Supervised Internship discipline, in the end of a physics’ teacher training course. We investigate how a group of undergraduate students appropriate knowledge from History and Epistemology of Science, and we also investigate the extent it was integrate and used (or not) in their classes at school, and challenges and difficulties they faced were considered as well. To do this we immerse in supervised internship during 2015/2 and 2016/1 semesters, we conducted in-depth interviews, and use Grounded Theory (of Strauss and Corbin) to qualitative analysis of the data collected. Ludwick Fleck's ideas served as a theoretical-epistemological reference, helping us to understand interactions of this thought collective with other collectives (inside and outside the university). We observed the use, or not, of History and Philosophy of Science (HPS) by pre-service teachers to teach NOS elements in the classroom. The results show that mostly of the trainees were unable to use epistemological and historical knowledge in satisfactory way during the Supervised Internship. In general, they pointed out to have difficulties to implement this knowledge in didactic practices, they also showed little deepening of epistemological aspects. However, their statements indicate that they realize the possibility and importance to include historical and philosophical elements of science in the classes. The students recognize the usage of historical and epistemological elements as alternative to traditional patterns of teaching physics. They evaluate positively the usage of teaching microepisodes, inserted in both disciplines of Supervised Internship and History Of Physics and Epistemology. We conclude that special attention needs to be paid to epistemological knowledge during teachers’ training courses, even bigger than History of Science. To use diversified strategies may contribute to making pre-service teachers feel more comfortable and secure promoting these discussions.

Este trabalho relata a aplicação de uma proposta didática para introduzir a Física no Ensino Fundamental através do estudo do movimento de queda dos corpos. Este fenômeno foi tratado através de três distintas teorias (Aristóteles, Física Clássica e Einstein) tomadas como sucessivos paradigmas na História da Física, o que possibilitou a discussão explícita também de aspectos epistemológicos. A proposta foi aplicada duas vezes, nos anos de 2014 e 2015, com alunos do Ensino Fundamental em formato de oficina, no turno inverso ao das aulas regulares, no colégio João Paulo I – Higienópolis, em Porto Alegre, RS. O planejamento das atividades baseou-se na teoria da aprendizagem significativa de David Ausubel e a atividade científica foi interpretada de acordo com a visão de ciência de Thomas Kuhn (foram debatidos conceitos como paradigma, revolução científica, ciência normal e incomensurabilidade paradigmática). Ao longo da oficina foram introduzidas, de forma qualitativa, a visão aristotélica, a Teoria Clássica e a Teoria da Relatividade Geral como sendo distintas explicações para o movimento de queda dos corpos. A proposta mostrou-se uma boa alternativa para o ensino de Física de uma maneira diferenciada, conseguindo alcançar alguns conceitos de Física Moderna e Contemporânea com resultados exitosos em ambas as aplicações, no sentido de tornar o primeiro contato dos jovens com a Física uma experiência interessante. Além disso, a proposta tornou possível proporcionar aos alunos uma noção menos ingênua e mais crítica sobre a atividade científica, mostrando a Física como uma ciência viva. No final deste trabalho (Apêndice J), há um produto educacional que mostra a sequência didática, contendo textos e atividades, como sugestão ao professor de Física desse nível de ensino. / This work describes the application of a didactic proposal to introduce physics in elementary education through the study of the motion falling bodies. This phenomenon was treated by the study of three different theories (Aristotle´s, Classical Mechanics and Einstein´s) taken as successive paradigms in the history of physics, which also allowed the explicit discussion of epistemological aspects. The proposal was applied twice in the years of 2014 and 2015, with elementary school students in a workshop format in the opposite shift of the regular classes in the school João Paulo I - Higienópolis, Porto Alegre, Rio Grande do Sul. The planning of activities was grounded in the meaningful learning theory of David Ausubel and scientific activity was interpreted according to Thomas Kuhn vision of science (concepts such as a paradigm, scientific revolution, normal science and paradigm incommensurability were discussed). During the workshop the Aristotelian view, the classical theory and the General Theory of Relativity were introduced, qualitatively, as distinct explanations for falling bodies’ movement. The proposal proved to be a good alternative to teach physics in a different way, managing to teach some concepts of Modern and Contemporary Physics with promising results in both applications, allowing the first contact of young people with Physics to become an interesting experience. In addition, the proposal proved to be a possible way to provide students a less naive and more critical notion of the scientific activity, showing physics as a science that is continuously evolving. At the end of this study (Appendix J), there is an educational product that shows the didactic sequence used, containing texts and activities, as a suggestion to physics teacher at this level of education.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-10-30T11:41:28Z No. of bitstreams: 2 Dissertação - Sabrinna Aparecida Rezende Macedo - 2013.pdf: 1694240 bytes, checksum: 884b6b650d877a6e2b9564169a60c924 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-10-30T14:31:54Z (GMT) No. of bitstreams: 2 Dissertação - Sabrinna Aparecida Rezende Macedo - 2013.pdf: 1694240 bytes, checksum: 884b6b650d877a6e2b9564169a60c924 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-10-30T14:31:54Z (GMT). No. of bitstreams: 2 Dissertação - Sabrinna Aparecida Rezende Macedo - 2013.pdf: 1694240 bytes, checksum: 884b6b650d877a6e2b9564169a60c924 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-07-26 / This paper aims to identifying possibilities and limits of entering epistemological discussions in class Laboratory Didactic a Graduate from the concepts presented by the undergraduate in Degree in Physics offered by the Federal University of Goiás (IF-UFG) - Goiânia campus. And defends the idea that future physics teachers have two training needs essential for the consolidation of a personality epistemological: experimentation and discussion about the History and Philosophy of Science (HFC). We also support the Historical Epistemology of Gaston Bachelard provides important elements for addressing these needs. The research presents three distinct moments in the construction of data: before performing the modified classes (using a structured questionnaire); while conducting classes (registering them in field notes and collecting experimental reports of undergraduates), and after performing them (through semi-structured interviews). Small modifications in the structures of 04 (four) classes within the discipline "Physics Laboratory I" sought proximity to the proposed methodology Didactic Laboratory study that presented by the Laboratory of type Epistemological by introducing elements of History and Philosophy of Science (HFCs) from a perspective Bachelard. As a guideline classes use the concept of force. We noticed that the concepts presented by undergraduates before and after the implementation of lessons reinforced the definition of Didactic Laboratory as a Laboratory Traditional and longing for new methodologies demonstrated in experimental classes. We conclude by the end of the survey, which you can enter in epistemological discussions Didactic Laboratory, however, this discussion would be better enhanced if have enlarged class time (one of the limits listed by undergraduates) and if we had the chance to put more features Laboratory epistemological, excluding other Traditional Laboratory / Este trabalho tem o propósito de identificar possibilidades e limites de se inserir discussões epistemológicas nas aulas do Laboratório Didático de um curso de Licenciatura, a partir das concepções apresentadas pelos licenciandos do curso de Licenciatura em Física oferecido pela Universidade Federal de Goiás (IF-UFG) – campus Goiânia. Defende-se a ideia de que os futuros professores de Física possuem duas necessidades formativas imprescindíveis à consolidação de uma personalidade epistemológica: a experimentação e a discussão acerca da História e Filosofia da Ciência (HFC). Nessa linha de pensamento a Epistemologia Histórica de Gaston Bachelard pode oferecer elementos importantes para a abordagem destas necessidades. A pesquisa apresenta três momentos distintos na construção dos dados: antes da realização das aulas modificadas (utilizando um questionário estruturado); durante a realização das aulas (registrando-as em notas de campo e coletando os relatórios experimentais dos licenciandos); e após a realização das mesmas (por meio de entrevista semiestruturada). As modificações feitas nas estruturas de 04 (quatro) aulas dentro da disciplina “Laboratório de Física I” buscavam aproximar a proposta metodológica do Laboratório Didático em estudo àquela apresentada pelo Laboratório do tipo Epistemológico através da introdução de elementos da História e da Filosofia da Ciência (HFC) sob uma perspectiva Bachelardiana. Como fio condutor das aulas utilizamos o conceito de força. Foi possível verificar que as concepções apresentadas pelos licenciandos, antes e após a execução das aulas reforçavam a definição do Laboratório Didático enquanto um Laboratório Tradicional e demonstravam anseio por novas metodologias nas aulas experimentais. Concluímos, ao final da pesquisa, que é possível inserir discussões epistemológicas no Laboratório Didático, porém, esta discussão seria mais bem potencializada se ampliássemos o tempo das aulas (um dos limites elencados pelos licenciandos) e se tivéssemos a possibilidade de inserir mais características do Laboratório Epistemológico, excluindo outras do Laboratório Tradicional (outro limite evidenciado na pesquisa).

The following five essays are connected by their reference to a scene – imagined by the author Thomas Pynchon. The disappearance of historical cause, the subject, and the human constitute this epistemological scene. Each essay can be read without logically building off of any other – yet they form a wider assemblage of interpretative theory. These are fragments capable of recombination in any order. They shun systematization but welcome kinship. Pynchon's fiction is the substrate underlying each. Abstract machines of theorists thinking on similar wavelengths are used as catalysts in an effort to force a reaction – an attempt to transmute the stories of paranoid schlemihls into yet more paranoid epistemologies. How do we understand the degree to which we are organized by whatever systematizes? How do we relate to whatever organizes our knowledge, our identities? What, exactly, is playing us? These are the anxieties these essays share with Pynchon's characters and formulate the questions driving their theory. Call it the Post-Modern, the Post-Human, or any other Post, Pynchon anticipated its event horizon half a century before its more obvious implications made themselves clear. If we have passed fully over this horizon, figuring out where we are and what's going on has become a question of survival, and Pynchon's anticipation of our contemporary scene have become increasingly salient. These essays offer paranoid epistemologies for the age of disappearance.

Protreptic is a form of rhetoric, textual and oral in form, which exhorts its recipients to reorient their lives both morally and intellectually. Plato frequently portrays Socrates' use of this rhetoric with interlocutors who are enticed by the moral and political views of figures from Athens' intellectual culture. During these conversations Socrates attempts to persuade his interlocutors to reorient their lives in a way that conforms more closely to his own moral and intellectual practice of philosophy. Plato's depiction of protreptic, however, also exerts a protreptic effect on readers of his dialogues. Plato's writing thus performs a dual function, simultaneously depicting instances of protreptic at work and attempting to exert a protreptic effect on readers. In this dissertation I argue that understanding this dual function of Plato's writing is inseparable from understanding his conception of philosophy. I analyze the structure of protreptic in Plato's writing by identifying four aspects essential to an interpretive method that takes full stock of the protreptic function of Plato's dialogues. These aspects are (1) the proper recipient of protreptic; (2) the persuasive means available to protreptic; (3) the immediate target of persuasion; (4) the ultimate philosophical aim toward which protreptic advances the recipient. While some of these aspects must be determined with respect to particular dialogues, those that concern the form of Plato's writing—such as the means of persuasion and ultimate philosophical goals—can inform a general approach to Plato's dialogues. The means that Socrates uses to persuade his interlocutors are sometimes affective, influencing their emotions, and other times intellectual, appealing to them exclusively with logical argument. I argue that a combination of these means into a form I call “provocative-aporetic” better accounts for the means that Plato uses to exert a protreptic effect on readers. Aporia is a simultaneously intellectual and affective experience, and the way that readers choose to respond to aporia has a greater protreptic effect than either affective or intellectual means alone. The Republic is a crucial dialogue for studying protreptic because it addresses the ultimate moral and intellectual ends toward which Plato hopes to reorient readers, and puts the various protreptic means at Socrates' and Plato's disposal on full display. The dialogue offers both an argument for a life committed to virtue, and an outline of the theoretical insights—mathematical and dialectical—that philosophers may hope to gain from more serious study. It also portrays Socrates in conversation with characters of a variety sufficient to show his rhetorical and argumentative repertoire. In this dissertation I carry out a reading of the Republic according to the four aspects of the structure of protreptic discussed above. More specifically, I identify moments at which Glaucon and Adeimantus answer Socrates' questions in such a way that they concede to Socrates the truth of premises that contradict their defense of the unjust life. These moments reveal that the central point of dispute in the Republic concerns the nature of moral agency— particularly the functions of reason, desire, and habituation for moral agents. Accordingly, I identify two models of agency—a Technē Model and a Virtue Model— that ground their respective defenses of justice and injustice, and hold their own assumptions about reason, desire, and habituation within their respective moral psychologies. Glaucon and Adeimantus' moments of capitulation, function as moments of aporia for readers, who are then provoked to overcome the aporia by explaining why the capitulation is reasonable. In doing so, we gain an account how Glaucon and Adeimantus are coaxed to abandon their original views about justice, injustice, and moral agency and to accept those of Socrates. This account in turn yields insight into protreptic by depicting how Socrates brings about a reorientation toward philosophy from within a non-philosophical perspective.

This thesis explores the intellectual history of editor, writer, and philosopher, Paul Piccone and Telos, an independent journal of contemporary critical theory, which he founded in 1968. Born in Italy, Piccone lived most of his life in the United States, earning his Ph.D. in philosophy at SUNY-Buffalo in 1970. Piccone served as Telos’ editor and a major contributor from 1968 to 2004. This thesis follows the trajectory of his thought by contextualizing his writing within the broader world of Marxist, and eventually post-Marxist, political philosophy. Telos also concerned itself with modern interpretations of historical dialectics and early 20th-century Marxist philosophy. Piccone himself predicated much of his philosophy on Husserlian phenomenology, which stresses concrete experiences, and his writing therefore stands at a unique confluence of Husserl and Marx. Piccone ultimately became a leading exponent of anti-Liberal philosophy and the theory of artificial negativity, which examines capitalist hegemony in both material and socio-historical terms.

<p>What traces of their actions are the Building Corporations in Sweden leaving in their archives and are they followingsome archival policies? This thesis is trying to answer that question. For that reason 25 archives fromSwedish Building Corporations have been investigated concerning their size, contents and age. Furthermore apoll performed by the Swedish National Archives in cooperation with the Swedish Employers’ Confederationhas been analyzed. As a complement to these investigations some people responsible for the archives at SwedishBuilding corporations have been interviewed about their companies’ archival policies.The result of this study is, sadly enough, that the Swedish Building Corporations are neglecting their archives.Most of the archives that were studied are very small, less than half a running metre. A few builders of thegeneration born in the late nineteenth century have left more or less extensive archives, but they were very poorlyorganized. But generally the will to build up archives for the need of the future researchers and for the culturalheritage seems to be very poor in the Building Corporations, even poorer than in the Swedish companies in general.Almost no archival strategies could be discerned, other than that most companies preserve their record onlyfor that time the law and their own immediate needs prescribe. That is a shame, concerning the Building Corporations’importance for the cultural heritage in that that the buildings they are making are forming our culturalenvironment.This is a two years master’s thesis in Archival Science.</p>

<p>This paper deals with an object donated by a group of members of the public to the Royal Armoury in Stockholm, Sweden. The donators claimed to own a horse bit that had been used by King Gustav II Adolf's mount in the battle of Lützen, where the King was killed. The bit was a gift to the donators' ancestor, the farmer and politician Petter Jönsson, from the King of Sweden, Oscar I, in the 1850's. In this paper, the donated bit is examined and found unlikely to be the bit used at Lützen. The examination also revealed that the bit now worn by the horse in its display is a prop, included in the group of objects in the 19^th century, and that the original bit probably was lost in a fire in 1648. The examination also raises questions on why this bit was considered a valuable gift, what consequences the gift transaction of the bit had for giver and reviever. It ends with a discussion about the donated bit and the bit in the display, and their roles at the museum in the future.</p>