O Objetivo deste trabalho é estabelecer os limites entre a ética e a legislação, a partir da concepção teórica de Jeremy Bentham. Para atingir este objetivo, será efetuada uma reconstrução racional de seu sistema teórico, utilizando a Metodologia da Teoria da Ciência [MTC] e a Metodologia dos Programas de Pesquisa Científicos. Uma vez feita a reconstrução racional da concepção teórica de Bentham, tencionase demonstrar, por meio de elementos de sua sistemática, que o próprio princípio da utilidade estabelece a linha divisória entre ambos os campos. Ou seja, é o princípio da utilidade que ditará o raio de ação da lei e da ética, bem como seus limites. Será possível compreender que estabelecer as fronteiras entre a ética e a legislação, a partir do princípio de utilidade, significa, em última instância, fazer uma análise do balanço envolvendo prazer e dor. Em linguagem atual, pode-se dizer que este exame será aquele em termos de custo e benefício, pois, em muitos casos, a elaboração de legislação e aplicação de punição a determinadas transgressões tendem a gerar custos sociais mais elevados do que o benefício auferido. Em outras palavras, para alguns tipos de transgressão a legislação não deverá ser aplicada, mas apenas as regras da ética. / The aim of this work is to determine the limits between ethics and legislation through the theoretical conception of Jeremy Bentham. In order to achieve this aim, it will be done a rational reconstruction of his theoretical system, using The Methodology of Science Theory [MTC] and The Methodological of Scientific Research Programmes. Once done the Rational Reconstruction of the Bentham\'s Theoretical Conception, it will be demonstrated (through elements of his system) that the principle of utility indicates the limits between these fields. It means that, this principle will dictate the scope and the limits between the legislation and ethics. It will be possible to comprehend that establishing boundaries between ethics and legislation, through the principle of utility, means setting a balance analysis involving pleasure and pain. In contemporary language, it can be said that this examination will be done in terms of cost and benefit. The elaboration of legislation and the application of punishment to certain transgressions tend to generate social costs more elevated than the created benefit. In other words, the legislation shall not be applied to some kinds of transgressions, but only the rules of ethics.

O Objetivo deste trabalho é estabelecer os limites entre a ética e a legislação, a partir da concepção teórica de Jeremy Bentham. Para atingir este objetivo, será efetuada uma reconstrução racional de seu sistema teórico, utilizando a Metodologia da Teoria da Ciência [MTC] e a Metodologia dos Programas de Pesquisa Científicos. Uma vez feita a reconstrução racional da concepção teórica de Bentham, tencionase demonstrar, por meio de elementos de sua sistemática, que o próprio princípio da utilidade estabelece a linha divisória entre ambos os campos. Ou seja, é o princípio da utilidade que ditará o raio de ação da lei e da ética, bem como seus limites. Será possível compreender que estabelecer as fronteiras entre a ética e a legislação, a partir do princípio de utilidade, significa, em última instância, fazer uma análise do balanço envolvendo prazer e dor. Em linguagem atual, pode-se dizer que este exame será aquele em termos de custo e benefício, pois, em muitos casos, a elaboração de legislação e aplicação de punição a determinadas transgressões tendem a gerar custos sociais mais elevados do que o benefício auferido. Em outras palavras, para alguns tipos de transgressão a legislação não deverá ser aplicada, mas apenas as regras da ética. / The aim of this work is to determine the limits between ethics and legislation through the theoretical conception of Jeremy Bentham. In order to achieve this aim, it will be done a rational reconstruction of his theoretical system, using The Methodology of Science Theory [MTC] and The Methodological of Scientific Research Programmes. Once done the Rational Reconstruction of the Bentham\'s Theoretical Conception, it will be demonstrated (through elements of his system) that the principle of utility indicates the limits between these fields. It means that, this principle will dictate the scope and the limits between the legislation and ethics. It will be possible to comprehend that establishing boundaries between ethics and legislation, through the principle of utility, means setting a balance analysis involving pleasure and pain. In contemporary language, it can be said that this examination will be done in terms of cost and benefit. The elaboration of legislation and the application of punishment to certain transgressions tend to generate social costs more elevated than the created benefit. In other words, the legislation shall not be applied to some kinds of transgressions, but only the rules of ethics.

Une théorie empiriste de la connaissance affirme que le langage est doté de la capacité à « représenter » quelque chose d'autre que le langage lui-même. A la fin du XVIIe siècle, en effet, Locke et ses successeurs ont analysé empiriquement ce à quoi nos idées ressemblent et que les mots représentent mentalement. Autour des années trente, Schlick et ses camarades du Cercle de Vienne se servent des acquis linguistico-logiques de Frege, Russell et Wittgenstein pour analyser logiquement les propositions scientifiques, leur correspondance avec les états de choses qu'elles représentent. Avec eux, la philosophie analytique devra dorénavant ramener les problèmes de la connaissance au niveau de l'expérience langagière. C'est là que réside le caractère radical et réductionniste d'une démarche empiriste : les empiristes classiques ont fixé dans la perception la genèse chronologique de nos idées et nos pensées ; à leur tour, les Viennois déterminent le sens d'une proposition en la traduisant en propositions élémentaires, dites « Protokollsätze », qui renvoient directement au donné empirique. A la même période, Carnap se démarque des autres empiristes logiques en posant les problèmes du langage de la science en termes de reconstruction rationnelle des concepts et, cela, en introduisant de nouveaux concepts à partir de ceux déjà connus comme concepts de base phénoméniste (dans l'Aufbau en 1928) ou physicaliste (au cours des années trente). Tel est son réductionnisme logique qu'il renforce par la syntaxe logique. L'analyse logique ne porte pas sur le donné mais sur la proposition, et en particulier sur les propriétés formelles et des relations purement logiques qu'entretiennent les propositions dans un système. Carnap tente de libéraliser la démarche empiriste en assouplissant le critère de scientificité et, conformément à son « Principe de Tolérance », en adjoignant à l'ancrage empirique des questions de conventions pour la structure des propositions scientifiques. Il modère la critique viennoise de la métaphysique en attribuant à la philosophie, devenue « la logique de la science », la tâche de méthodes et formes adéquates pour la construction du langage de la science. / An empiricist theory of knowledge argues that language has the capacity to represent something other than itself. Beginning from the end of the 17th century, Locke and his successors analysed empirically what our ideas are reflections of and what words represent in the mind. At the beginning of the 1930s, Schlick and his Vienna Circle colleagues exploited the logico-linguistic advances of Frege, Russell and Wittgenstein in the logical analysis of scientific propositions, i.e. their correspondence with the states of affairs they represent. Following their example, analytic philosophy would henceforth reduce problems of knowledge to the level of linguistic experience. This is where the radical and reductionist character of the empiricist perspective is to be found: the classical empiricists identified the chronological genesis of our ideas and thoughts in perception; the Vienna Circle philosophers in their turn determine the meaning of a proposition by translating it into elementary propositions or Protokollsätze, which reflect directly an empirical “given”. During the same period, Carnap distances himself from his fellow empiricists by formulating the formulating the problems of scientific language in terms of the rational reconstruction of concepts by introducing new concepts based on those already identified as fundamental from a phenomenalist (the Aufbau, 1928) or physicalist (during the 1930s) perspective. This is the logical reductionism that Carnap reinforces through logical syntax. For him, logical analysis is less concerned with the given than with the proposition, and in particular with the formal properties and purely logical relations between propositions within a system. Carnap attempts in this way to “liberalize” empiricism, both by rendering more flexible and open its claim to be scientific and, in conformity to his “Tolerance Principle”, in adding questions of conventions to the empirical grounding of scientific propositions. In attributing to philosophy, understood as “the logic of science”, the task of elaborating forms and methods adequate to the construction of the language of science, he thus moderates the Viennese critique of metaphysics.

This Sierra Leone Conflict arose from the society’s failure to institutionalize the requisite post-conventional organizing principle for collective will formation and for conflict resolution. In this post-traditional society - one artificially constructed from diverse political and cultural groups, without a shared ethos – only mutual (communicative) understanding can resolve differences and ensure solidarity. A lack of mutual understanding overburdens the adaptive capacity of the society, creating crises tendencies. Repression only intensified these tendencies, ensuring their eventual catastrophic explosion, 11 years civil conflict. State hindrances to social (communicative) interaction rendered the society incapable of realizing the requisite post conventional moral learning i.e. the social intelligence or problem-solving equipment required to resolve conflict, decolonize itself, neutralize normative power, shed dogmatic consciousness, change oppressive conventions, and influential customs. Thus, the study promotes civic virtues of post conventional morality (justice, truthfulness, moral rightness) as the key for liberating the society from its crisis-inducing colonial organizing principle. As the basis of sociology, the discipline the remains focused on society-wide problems, the theory of social evolution is adopted here to reconstruct the crisis in Sierra Leone’s constitutional democratic development. The study uses the rational reconstructive method to explicate problematic validity claims of norms, policy decisions, or the social order. The social order was rendered crisis-ridden because the reasons - the axis around which mutual understanding revolve - adduced for it cannot admit of consensus. The emerging social disintegration exemplifies use of deficient logic in social interaction, one below the requisite categorical moral cognitive consciousness. For this research, colonization is not necessarily externally induced, but forms of understanding in the political, legal, social, and educational interactions. The key point of the study is this: today Sierra Leone achieves solidarity, and decolonize from its conventional organizing principle, only if the state, economy, and civil society can find their limit in the socio-cultural domain.

This Sierra Leone Conflict arose from the society’s failure to institutionalize the requisite post-conventional organizing principle for collective will formation and for conflict resolution. In this post-traditional society - one artificially constructed from diverse political and cultural groups, without a shared ethos – only mutual (communicative) understanding can resolve differences and ensure solidarity. A lack of mutual understanding overburdens the adaptive capacity of the society, creating crises tendencies. Repression only intensified these tendencies, ensuring their eventual catastrophic explosion, 11 years civil conflict. State hindrances to social (communicative) interaction rendered the society incapable of realizing the requisite post conventional moral learning i.e. the social intelligence or problem-solving equipment required to resolve conflict, decolonize itself, neutralize normative power, shed dogmatic consciousness, change oppressive conventions, and influential customs. Thus, the study promotes civic virtues of post conventional morality (justice, truthfulness, moral rightness) as the key for liberating the society from its crisis-inducing colonial organizing principle. As the basis of sociology, the discipline the remains focused on society-wide problems, the theory of social evolution is adopted here to reconstruct the crisis in Sierra Leone’s constitutional democratic development. The study uses the rational reconstructive method to explicate problematic validity claims of norms, policy decisions, or the social order. The social order was rendered crisis-ridden because the reasons - the axis around which mutual understanding revolve - adduced for it cannot admit of consensus. The emerging social disintegration exemplifies use of deficient logic in social interaction, one below the requisite categorical moral cognitive consciousness. For this research, colonization is not necessarily externally induced, but forms of understanding in the political, legal, social, and educational interactions. The key point of the study is this: today Sierra Leone achieves solidarity, and decolonize from its conventional organizing principle, only if the state, economy, and civil society can find their limit in the socio-cultural domain.

Submitted by Priscilla Araujo (priscilla@ibict.br) on 2016-08-09T17:08:49Z No. of bitstreams: 1 dissertação Simone Alves_versao finalparaimprimir.pdf: 983292 bytes, checksum: 52635ec28be236807c0d7f61fc0f7ac8 (MD5) / Made available in DSpace on 2016-08-09T17:08:49Z (GMT). No. of bitstreams: 1 dissertação Simone Alves_versao finalparaimprimir.pdf: 983292 bytes, checksum: 52635ec28be236807c0d7f61fc0f7ac8 (MD5) Previous issue date: 2013-09-11 / O presente trabalho faz uma breve reflexão sobre as atribuições, habilidades e responsabilidades do bibliotecário no âmbito escolar. Apresenta os principais aspectos das teorias do Agir comunicativo, do Discurso e da Reconstrução racional de Jürgen Habermas que se relacionam ao processo de ensino-aprendizagem. Aborda as principais características da sociedade da informação que demandam o desenvolvimento de habilidades fundamentais à utilização produtiva da informação e da comunicação, e suas implicações para a educação básica no Brasil. Destaca os pressupostos das teorias de Jürgen Habermas para a construção de uma educação emancipatória e libertadora. Mostra, com base na literatura consultada, o imaginário da comunidade escolar sobre o bibliotecário e a biblioteca, o que representam uma barreira para a efetiva inserção deste profissional no processo de ensino-aprendizagem e a transformação da biblioteca como lugar de comunicação e discussão da informação e construção do conhecimento. Faz uma análise da produção científica nas áreas da Ciência da Informação e da Biblioteconomia sobre o bibliotecário escolar que atua em escola pública nas publicações periódicas das áreas com classificação Qualis A1 e A2. Expõe os resultados da pesquisa, que de modo geral revela a necessidade de aprofundar os estudos sobre a atuação, competências e responsabilidades do bibliotecário escolar. Os resultados indicam que 33% dos artigos analisados na pesquisa têm relação com ações de informação voltadas ao processo de ensino-aprendizagem. O estudo também aponta que 27% dos artigos abordaram, de algum modo, questões relativas à atuação e ao papel do bibliotecário na escola, o que denota o interesse dos pesquisadores em construir um paradigma educacional para o bibliotecário escolar. E por fim, faz uma breve reflexão do papel do bibliotecário na escola pública brasileira, com base na teoria do Agir comunicativo, procurando incentivar o debate sobre a importância de este profissional desenvolver ações com enfoque na interação e na comunicação entre os indivíduos, que são aspectos fundamentais ao processo de ensino-aprendizagem. / This paper makes a brief reflection on the duties, responsibilities and skills of the librarian in the school. Presents the main aspects of the theories of Communicative act, Discourse and Rational reconstruction of Jürgen Habermas that relate to the teaching-learning process. Discusses the main features of the information demand the development of key productive use of information and communication skills society, and its implications for basic education in Brazil. Highlights the assumptions of the theories of Jürgen Habermas to build an emancipatory and liberating education. Shows, based on the literature, the imagery of the school community about the librarian and the library, which represent a barrier to the inclusion of this person in the teaching-learning and the transformation of the library as a place for communication and discussion of information and knowledge construction. An analysis of scientific literature in the areas of Information Science and Library on the school librarian who works in a public school in the periodicals of the areas classification Qualis A1 and A2. Exposes search results, which generally reveals the need for further studies on the role, powers and responsibilities of the school librarian. The results indicate that 33% of the articles analyzed in the study are related to information actions aimed at teaching-learning process. The study also shows that 27% of articles addressed somehow, questions concerning the role and the role of the librarian in the school, which shows the interest of researchers in building an educational paradigm for the school librarian. Finally, a brief reflection on the role of the librarian in Brazilian public schools, based on the theory of communicative act, seeking to encourage debate on the importance of this professional develop activities focused on interaction and communication between individuals who are fundamental to the teaching-learning process aspects.