Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-08-14T13:41:13Z No. of bitstreams: 1 Giovana Alexandra Stevanato_.pdf: 6284925 bytes, checksum: 707695e0ab13c65a93d94620a0671d30 (MD5) / Made available in DSpace on 2018-08-14T13:41:13Z (GMT). No. of bitstreams: 1 Giovana Alexandra Stevanato_.pdf: 6284925 bytes, checksum: 707695e0ab13c65a93d94620a0671d30 (MD5) Previous issue date: 2018-05-28 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este estudo tem por objetivo analisar o Programa Ciência sem Fronteiras (CsF), buscando compreender seu caráter performativo e sua relação com o Dispositivo da Tecnocientificidade. Trata-se de um Programa instituído pelo Governo Federal brasileiro, em 2011, com o objetivo de promover a formação e a capacitação de pessoas com elevada qualificação em universidades, instituições de educação profissional e tecnológica, bem como centros de pesquisa estrangeiros de excelência. Os aportes teórico-metodológicos, que dão sustentação ao estudo, encontram-se nas noções de governamentalidade, dispositivo e análise do discurso, formuladas por Michel Foucault; no conceito de dispositivo de tecnocientificidade, elaborado por Daiana Bocasanta; e nos estudos de Stephen Ball sobre performatividade. O material de pesquisa é composto por documentos referentes ao Programa Ciência sem Fronteiras, tais como: decretos, manuais, guias, relatórios, notícias referentes ao Programa. O exercício analítico possibilitou concluir que: a) o CsF, como uma política pública de formação de recursos humanos para a ciência e a tecnologia, foi uma estratégia de governo para fomentar a formação desses recursos, com ênfase na mobilidade estudantil internacional dos cursos de Graduação, para a educação técnica e científica;b) o CsF pode ser considerado como um dos vetores (mesmo que não apenas o único), que constitui o dispositivo da tecnocientificidade; c) a performatividade opera no CsF via desempenho e produtividade, estando alinhada com a lógica neoliberal, marcada pela competitividade, pelo individualismo e pelo empreendedorismo. Em síntese, o Programa CsF se constituiu como um tipo de política pública, de ciência e tecnologia, voltada para a formação de recursos humanos, no período 2011-2015. Desse modo, minha Tese é que o Programa Ciência sem Fronteiras é uma das linhas de força do dispositivo da tecnocientificidade, que opera, via performatividade, na condução das condutas da população no sentido de encaminhar as novas gerações para as carreiras técnico-científicas, que possibilitarão ao país se desenvolver em áreas estratégicas, melhor se posicionando no cenário internacional. / This study aims to analyze the Programa Ciência sem Fronteiras (CsF), in English, Science without Frontiers Program, seeking to understand its performative character and its relationship with thedispositive of technoscientificity. The Program was established by the Brazilian Federal Government, in2011, with the objective of promoting the training of people with high qualifications in universities, professional and technological educational institutions as well as foreign research centers of excellence.The theoretical-methodological framework, whichsupport to the study is found in the notions of governmentality, dispositive anddiscourse analysis, formulated by Michel Foucault; in the concept oftechnoscientificity, elaborated by DaianaBocasanta; and in the studies of Stephen Ballabout performativity.The research data is composed bydocuments related to the Program, such as: decrees,manuals, guides, reports, news concerning the Program. The analytical exercise made it possible to conclude that: a) the CsF, as a public policy for training of human resources for science and technology, was a government strategy to increase such training, with emphasis on the international student mobility of undergraduate courses, to achieve technical and scientific education;b) the CsF can beconsidered as one of the vectors (even if not the only one), which constitutes the dispositive of technoscientificity;c) Performativity operates on the CsF viaperformance and productivity, being aligned with the neoliberal logic, marked by competitiveness, individualism and entrepreneurship. In summary, the CsF Program, was constituted as a type of public policy, science and technology, focused on the training of human resources, in the period 2011-2015. Thus, my thesis is that the Porgrama Ciência sem Fronteiras is one of the strengths of the dispositive of technoscientity, which operates through performativity in the conduct of the population's conducts in order to direct the new generations to the technical and scientific careers, which will enable the country to develop in strategic areas, better positioning itself in the international scenario.

This thesis is about participation in IT design. The problem background that I have outlined is that information technologies have far reaching consequences for societies and for individuals, and that the design of information technologies is one among many practices that shape the world in which we live. From a democratic point of view it is crucial that also women should be involved in these reality producing practices. In relation to this there are at least two stories about women’s participation in IT design; one about their absence from IT design, and one about their inclusion therein. Based on this problem background the purpose of my research is to critically explore participatory IT design practices, with a special focus on gender, power and knowledge. In order to fulfil the purpose I have three research questions: Who participated in the IT design practices? How did knowledge come into being in these practices? How was responsibility enacted? My frame of reference is based on two research fields. One is Participatory Design (PD) with its focus on practitioners as co-designers in IT design practices, and the other is feminist technoscience which focuses on theories, methods, approaches, knowledge processes, and gender in technoscience practices. These two frameworks shares an interest in power relations and democratic participation in IT design. My empirical material was gathered with the help of ethnographic methods, and comes from a large IT design project in a Swedish government agency. The project was an eGovernment project, and a central objective was to rationalise the business. My focus was some (women) administrative officers who participated as business process analysts. This material was analysed with the help of feminist technoscience methodologies, foremost agential realism and diffraction. My thesis is based on five research papers, and the results of these are discussed and related to the research questions and the purpose. Based on an expanded notion of IT design and of participation in IT design, I argue that the administrative officers in the IT design project participated as central actors in the project. These administrative officers were able to participate within the context provided by various entangled sociomaterial practices, such as the project method, boundaries between business and IT, gendered divisions of labour, eGovernment, rationalisation, the project objectives, and an innovation practice. I also argue that in the project knowledge did not simply exist, but came into being as a result of entanglements of these sociomaterial practices, foremost the project objectives and the method. As a result of the reconfigured knowledge the administrative officers were removed to the periphery of the project. An additional argument is that with participation comes responsibility, and that responsibility is related to agency. Responsibility was enacted in and as a result of entangled sociomaterial practices. In this project the administrative officers were given and took a lot of responsibility within the boundaries provided by the sociomaterial practices, but they also worked to widen their agency and thus extend their responsibilities in the project. In relation to gender my argument is that the administrative officers in the project – who were women – participated as central actors, but they were also marginalised and made invisible. Thus in this IT design project women were included as central actors. As one of my contributions to PD and to feminist technoscience I want to underscore the importance of sociomaterial practices in IT design, such as IT design methods, and project objectives. These may act to restrict actors’ possibilities to act and to exert influence. Another is that knowledge in IT design practices come into being and are reconfigured as a consequence of intra-acting sociomaterial practices. Reconfigurations of knowledge might shift the power balance among actors in IT design projects and marginalise previously central actors. Responsibility too comes into being, or is enacted, in entangled sociomaterial practices. Furthermore responsibility in IT design is closely related to agency and participation, and widened agency might lead to extended possibilities to take responsibility. Additionally if positions in IT design are understood as fixed, they might make invisible more shifting and intricate professional relations and activities, and once these become visible, more women may become visible as central actors in IT design. A further contribution is that an expanded notion of IT design and participation might make women visible as central participants in IT design and in eGovernment. However, also central participants may become marginalised, as happened in this project.

La plupart des philosophes s’entendent aujourd’hui pour affirmer qu’il y a une crise de sens en Occident. J.-F. Mattéi l’a démontré sans équivoque dans son ouvrage intitulé La crise de sens (2006). Selon lui, la crise se traduirait par cinq aspects: crise spirituelle, crise religieuse, crise de l’art, crise économique et finalement, crise de la culture. À notre avis, cela est exact, mais incomplet, car Mattéi néglige d’évoquer la crise la plus importante : la crise écologique. L’argument qui nous amène à en postuler la plus haute importance est simple : s’il n’y a plus d’environnement favorable au maintien de la vie humaine, c’est la fin de l’humanité. L’aspect environnemental de la crise ne peut donc pas être occulté de la réflexion concernant son ensemble, car pour nous, elle est l’occasion d’un questionnement philosophique appelé à répondre à cette crise. Dans un livre intitulé Écologie, éthique et création (1994), Dominique Jacquemin nous oriente en ce sens en y posant les trois questions suivantes : 1. Est-il possible de qualifier éthiquement ce à quoi nous convie aujourd’hui la préoccupation écologique? 2. Quel rapport au monde et à l’avenir la préoccupation écologique est-elle à même d’instaurer? 3. Quelles sont les possibilités pour que la démarche écologique devienne un lieu éthique à même d’instaurer un rapport homme-nature dans le présent et l’avenir? Ainsi, le questionnement que soulève la crise écologique amène à réfléchir sur le sens et la finalité de la vie humaine et sur la conception même de l’être humain dans son rapport au monde. Le propos de ce mémoire est de répondre à ces dernières questions en nous inspirant des principes éthiques mis en avant dans Le Principe Responsabilité (1990) de Hans Jonas, et cela, dans le but d’en faire ressortir sa pertinence face au défi environnemental actuel. En d’autres termes, nous tâcherons de répondre à la question suivante : Pour la société actuelle et son prolongement, quels sont les aspects les plus pertinents de la thèse de Hans Jonas (1903 – 1993) dans son Principe Responsabilité (1990) concernant la résolution de la crise de sens? À cette fin, le mémoire comporte deux chapitres dont le premier, qui forme le cœur du mémoire, comporte trois parties principales liées aux trois questions posées précédemment. Le deuxième et dernier chapitre comporte premièrement une analyse critique du Principe responsabilité et par la suite son appréciation critique. Méthodologiquement, nous entendons éclairer la nécessité de la responsabilité éthique face à la crise écologique en mettant l’accent sur les thèmes de l’altérité et de la solidarité. C’est de cette manière que nous espérons montrer que la crise écologique actuelle ouvre des avenues possibles à la résolution, au moins partielle, de la crise de sens à laquelle nous sommes actuellement confrontés. / Most philosophers agree today that there is a crisis of meaning in the Western world. J.-F. Mattei, for example, in La crise de sens (2006), unequivocally demonstrates this. According to him, this crisis has five dimensions: spiritual, religious, artistic, economic, and finally, cultural. This is true in my view, although incomplete, because Mattéi does not address the most important crisis: the ecological crisis. The argument that leads me to postulate the utmost importance of this ecological crisis is simple: if the environment is no longer able to sustain human life, humans cease to exist. The environmental aspect of the crisis can thus not be subtracted from a reflection on the overall crisis since, in my view, it offers an opportunity for a philosophical questioning to address this crisis. In the book entitled Écologie, éthique et création (1994), Dominique Jacquemin orients us in this direction by raising the following three questions : 1. Is it possible to frame our ecological concerns in ethical terms? 2. How can ecological concerns affect our relationship with the world and with the future? 3. How can the present ecological reflection establish an ethically viable link between man and nature, both now and in the future? The questions raised by the environmental crisis thus lead us to think about the meaning and the finality of human life and also about the concept of human beings in their relationship to the world. The purpose of this memoir is to address these questions by finding inspiration in the ethical principles outlined in The Imperative of Responsibility (1979, English 1984) by Hans Jonas (1903 – 1993), in order to bring out their relevance for the current environmental challenge. In other words, I will answer the following question: In today's society and for the future, what are the most important aspects in Hans Jonas' book on “The Imperative of Responsibility” with regards to the resolution of the crisis of meaning? To accomplish this, the memoir is divided in two chapters. The first is the body of the memoir which contains three main parts related to the three questions raised above. The second and final chapter contains an initial critical analysis of The Imperative of Responsibility followed by an appreciation by Hans Jonas. Methodologically, I intend to shed light on the need for ethical responsibility in face of the ecological crisis by focusing on the themes of otherness and solidarity. In this way, I hope to show that the ecological crisis opens up possible avenues for the resolution, at least in part, of the crisis in meaning we are now facing.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-03T11:17:01Z No. of bitstreams: 1 barbaranascimentoduarte.pdf: 2112433 bytes, checksum: fce94787e42900386c7986b66a5b6644 (MD5) / Made available in DSpace on 2015-12-03T11:17:01Z (GMT). No. of bitstreams: 1 barbaranascimentoduarte.pdf: 2112433 bytes, checksum: fce94787e42900386c7986b66a5b6644 (MD5) Previous issue date: 2015-03-06 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O corpo humano está agora enredado numa trama muito particular, característica de nossa era tecnocientífica: seu valor e seu destino estão submetidos aos processos racionais e às novas técnicas que são continuamente desenvolvidas nos laboratórios. A partir de uma visão algo utópica, muito além de uma simples materialidade orgânica, as fronteiras da corporalidade estão assim sendo radicalmente questionadas e transformadas. E, neste passo, os conhecimentos científicos e sua mística transbordam seus campos estritos de aplicação, para alcançar e mobilizar o desejo e a vontade de indivíduos e do público em geral. Em nosso trabalho, buscamos investigar a relação entre as experiências de laboratório e aquilo que identificamos como o panorama underground de tecnologização do corpo. Procuramos assim circunscrever certas modificações corporais extremas, definidas como body hacktivism, body hacking ou pirataria do corpo, que se fundam numa perspectiva lúdica e exploratória, realizadas por amadores com o propósito de ampliar os limites sensoriais do homem. Tal reapropriação individual das tecnologias se converte, então, em inovações e em práticas inusitadas, por exemplo: implantes de microchips RFID, de magnetos, de vibradores genitais ou placas de titânio para substituir a pele, e mesmo próteses robóticas feitas com peças de Lego. A pesquisa de campo foi empreendida entre 2011 e 2013, em contato com vários praticantes selecionados na Europa, nos Estados Unidos e no Brasil. A metodologia qualitativa privilegiou a aplicação de entrevistas semiestruturadas e visitas a lojas de tatuagem/piercing, hotéis, eventos e seminários. O objetivo desta tese é, portanto, compreender qual corpo os body hackers constroem para si e projetam para os outros, explorando assim suas concepções acerca do sujeito humano. O argumento principal é de que os body hackers, por suas palavras e suas práticas, reverberam a mesma ontologia radical do individualismo moderno, ao tomar o indivíduo como a unidade social básica e a apropriação de seu próprio corpo como a relação fundamental. A simbiose do corpo com artefatos variados, que as novas tecnologias possibilitam, faculta ao indivíduo percepções exclusivas, nas quais os elementos inorgânicos se tornam não apenas mediadores da experiência pessoal, mas uma extensão ou parte articulada de si mesmo. Em suma, a tecnologia inserida no corpo além de modificá-lo, também transforma a forma de perceber, de estar e de ser-no-mundo. A pirataria do corpo, enfim, chama a atenção para uma realidade insofismável: se um dia a natureza concedeu aos seres humanos um corpo, para tê-lo, atualmente, é preciso superar o simples evento biológico e buscar incansavelmente o seu aperfeiçoamento, a quimera extraordinária de uma perfeição e de uma imortalidade vindoura. / In the present technoscientific era, the body is involved in a particular scheme: its value is directly related to its rational and technical production in scientific laboratories, where a utopian vision of corporeality has been delineated. In these, its boundaries are radically challenged and transformed, moving beyond organic materiality. Nevertheless, scientific development goes beyond its pre-set field of action, and its resulting knowledge touches society in a singular way. In our investigation, we seek to discover the relationships between laboratory experiments and what we identify as the underground scene of body technologization. Within it, we circumscribe extreme body modifications, defined as body hacktivism and body hacking, which stand for a playful and exploratory perspective, performed by scientifically-inclined amateurs whose purpose consists of amplifying a person’s sensory limits. This individual reappropriation of technologies turns out in innovations, including RFID microchip and magnetic implants, genital vibrators, engineering of titanium skin interfaces, and even robotic prostheses made with Legos. Through an empirical study undertaken from 2011 through 2013, we conducted participant observations with a number of privileged proponents of these practices in Europe, in the United States and in Brazil. Our methodology was qualitative, notably through the application of semi-directive interviews. The research focused on tattoo/piercing shops, hotels, body modification events and seminars. Our problem is to understand which body the body hackers build and design, and to view the conception of the human subject. Our principal argument is that body hackers are on record for self-production in a radical individualism that has, as a privileged analytical unit, the individual (and its growing individualization) and the self-ownership of the body as its fundamental measures. Then, the symbiosis of the individual with the environment, through new technologies, creates a distinctive perception in which an inorganic element becomes the mediator of the experience of the self and of the other. Lastly, they come together in such a way that the individual becomes a unity with it. In short, these embedded technologies not only modify the body, but also change the way of perceiving, living, and being in the world. The body hacking draws our attention to the understanding of a scientific reality: if one day nature granted man a body, to have currently, it is fundamental to overcoming this biological event, endlessly seeking its improvement, until the day that man will attain the chimera of perfection and immortality.

The objective for my research has been to put forward and discuss some aspects of knowledge production in relation to the epistemological positions of feminist technoscience, which lay emphasis on the contextual and the social embeddedness of both research and technology. My main inquiry has been how the relation between the subject and the surrounding context can be perceived epistemologically and how this in turn can be connected to and found relevant to the supposed new mode of knowledge production termed Mode 2. The licentiate thesis is built on three essays which together form my main arguments around the epistemological questions of if and how it is possible to gain and attain knowledge, and how its value might be ascertained. In the three essays I have attempted to illustrate some aspects of and possible hindrances to understanding and knowledge, while addressing what a feminist technoscience epistemology could signify for knowledge production. My intention in these three essays has also been to emphasize the ideological foundation of epistemological understandings, its implications both on what is viewed and valued as knowledge, and on what purpose knowledge production and research should have for and in society. In relation to these discussions I have tried to underline how feminist technoscience, as a research field, should be open to ongoing discussions about its own methodological, epistemological and ideological stances and its effects on research and society.

This dissertation examines the politics of representation in biotechnosciences. Through web representations, I examine three emerging endeavors that propose to create large-scale human population genomic databases to study complex, common diseases and conditions. These projects were initiated in different nations (US, UK, and Iceland), created under different institutional configurations, and are at various stages of development. The websites, which are media technologies do not simply reflect and promote these endeavors. Rather, they help shape these database projects in which the science is uncertain and the technologies not yet built. Thus, they are constitutive technologies that affect the construction of these database projects. More needs to be done to explore how to interpret the 'virtual' realm and how it relates to the 'real' world and specific situations. By bringing hypertextuality into the analysis, I explore how knowledges, practices, and subjectivities are created. By adapting the methods of a number of science and technology (STS) authors, I develop a more dynamic lens in which to investigate web representations and 'emerging' biomedical projects. My concern however, is not only in what represents what, but how representations are constructed. The power of the latter derives from its invisibility. In re-conceptualizing representation and new media technologies, I show that these sites are techno-social spaces for creating knowledge, specific ways of seeing, and practicing biomedicine today. The narrowing time/space between generating data, releasing information, and incorporating publics into their endeavors raises crucial issues as to how biomedicine is represented and how broader audiences are engaged. In the dominant discourses, these projects are all situated within biomedical, (post)genomic, and information revolutions. Here, they hang on the technological object, the database, with the ability to contain what we are coming to understand as life/genetic/bio information. Through the moves of both treating these databases as part of a complex system and investigating them through a lens of representation, I begin to include potential participants and broader audiences into the analysis. Informatic bodies, populations, and subjects are co-created at, by, and through these sites as the developing database projects and information are (re)presented. / Ph. D.

In 2012 and 2014, two hashtags, #1ReasonWhy and #GamerGate, exposed a highly sexist video game industry that was not welcoming female participation. This was affecting women working or wanting to work in it. Feminist technoscience studies explain this phenomenon by applying theories concerning the masculine domination of our society and the perception of women as “others.” Despite the numerous challenges and struggling for inclusion, women still create video games, many as independents, taking advantage of free game engines. Hence, my aim in this thesis was to understand the interconnections between technology, specifically in the video game industry, and its social impact. I focus on the balance of male and female participation in the video game creation, the role of game engines, and the enablers and inhibitors for female inclusion, as an important component of decision making for organizational change in this industry. I conducted an inductive qualitative research approach with eight semi-structured interviews with female video game creators from the Latin American region. My findings reveal that using free/affordable technology, such as game engines, is not enough to guarantee female inclusion in the video game industry. This industry is resistant to change and tends to reinforce male predominance by hiring only a specific type of worker that matches the perfect gamer, usually young males. The participation of women in the video game creation teams (which include developers, designers, artists, testers, among others) would bring balance, diversity, new voices and fresh/new ideas, as well as women empowerment to the table. In addition, eleven inhibitors and eight enablers were identified as factors for female inclusion in the video game industry.

After situating my interest in issues of women’s participation in technoscience, starting withmy experiences in the 1970s, this thesis turns to consider women’s visibility in more recenttechnoscience, in the light of European Commission figures indicating a slower progressionfor women into the more prestigious positions in STEM (Science, Technology, Engineeringand Mathematics) than the Commission had hoped.Two media case studies are presented focusing on the visibility of women in the EuropeanUnion (including the United Kingdom). One case study considers the media campaign whichinitiated the public promotion of a European Commission campaign to encourage women intoscience. The campaign-launch taster video was “Science it’s a girl thing! The other casestudy involved an analysis of media from a ‘Day in the technology news’ drawn from theBBC TechNews website on the 7th January 2018.The analysis of the social imaginary draws upon still images clipped from the short videoclips. The discussion is set within the context of the ‘woman question’ in science and ‘thescience question in feminism’ and both the notion of the gaze, and also Deleuzian notions offaceicity and affect. This analysis then reflects upon the research question: “Dorepresentation and visual modelling, visual encounters, or some less tangibleaffective factors, play a role in continuing an androcentric focus in science andtechnology, and how might this impact on the on-going exclusion or disincentivisingof technology and research careers for women, even if narratives havechanged and initiatives have tried to entice more women into STEM and research inthe UK and European Union?” Ultimately the underlying interest is “What can bedone about the woman question in science and technology in these areas if we are to try and redress the imbalance in women’s participation?”

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-04-19T15:24:12Z No. of bitstreams: 1 Neila de Toledo e Toledo_.pdf: 4336776 bytes, checksum: fabe90734152ec528343f3d7658db799 (MD5) / Made available in DSpace on 2017-04-19T15:24:13Z (GMT). No. of bitstreams: 1 Neila de Toledo e Toledo_.pdf: 4336776 bytes, checksum: fabe90734152ec528343f3d7658db799 (MD5) Previous issue date: 2017-01-10 / Nenhuma / A tese tem como objetivo geral discutir a formação do técnico agrícola do IFRS-Sertão, em especial no que se refere à educação matemática. Os aportes teóricos que lhe dão sustentação encontram-se, principalmente, nas formulações de Michel Foucault e seus comentadores. O material de pesquisa é composto por entrevistas realizadas com egressos que frequentaram a Escola Agrotécnica Federal de Sertão na década de 1980 e com recém-formados do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul-Campus Sertão, bem como documentos institucionais – projeto pedagógico atual e plano pedagógico da década de 1980 – e materiais escolares dos dois períodos estudados. O exercício analítico sobre esse material (realizado na perspectiva da análise do discurso foucaultiano e por meio da abordagem de Storytelling)possibilitou concluir que: a) a formação do técnico em agropecuária do IFRSSertão, na atualidade, é guiada pelo princípio pedagógico do “aprender pela pesquisa”, estando alinhada com a lógica neoliberal, marcada pela competitividade, pelo individualismo e pelo empreendedorismo; b) o princípio “aprender pela pesquisa” está associado à lógica biotecnológica. Isso coloca em jogo o uso de procedimentos científicos, com base na área biotecnológica vegetal, como, por exemplo, a pesquisa sobre o uso de sementes transgênicas (organismos geneticamente modificados – OGMs) produzidas pela empresa X; c) as práticas pedagógicas vinculadas à biotecnologia vegetal operam sobre os sujeitos escolares, de modo a subjetivá-los a inserir-se na ordem do discurso dos OGMs; d) o princípio “aprender pela pesquisa” conduz os sujeitos escolares para o entendimento de que a continuidade dos estudos é condição para que possam ser incluídos no mercado de trabalho e permanecer atuando como técnicos agrícolas; e) o princípio pedagógico “aprender a fazer fazendo”, posto em funcionamento na década de 1980, tinha como horizonte a apropriação de um conhecimento científico que aprimorasse as experiências anteriores dos estudantes; f) o deslocamento do princípio “aprender a fazer fazendo” para o do “aprender pela pesquisa”, houve uma mudança de ênfase, por meio da qual a intenção é qualificar as experiências vividas pelos alunos seguindo o Método Científico; g) nas últimas três décadas, a lista de conteúdos da disciplina de Matemática não se alterou, a educação matemática da disciplina Matemática manteve sua abordagem abstrata e formal, e a educação matemática presente nas disciplinas técnicas alinhou-se com o discurso da tecnociência, incluindo recursos tecnológicos; h) o discurso da educação matemática que opera, na atualidade, no curso Técnico em Agropecuária do IFRSSertão pode ser considerado como um dos vetores (mas não o único) que constituem o dispositivo da tecnocientificidade. / The general objective of this thesis is to discuss the agricultural technician education at IFRSSertão, particularly in terms of mathematical education. The study has been theoretically supported by Michel Foucault and his commentators’ contributions. The research material consists of interviews with graduates that attended Sertão Federal Agro-technical School in the 1980s and just-graduated students of the Federal Institute of Education, Science and Technology of Rio Grande do Sul – Sertão Campus, as well as institutional documents – current pedagogical project and pedagogical plan used in the 1980s – and school material from both periods. The analysis of this material (performed from the perspective of Foucauldian discourse analysis and by means of the storytelling approach) has led to the following conclusions: a) the agricultural technician education at IFRS-Sertão is currently guided by the pedagogical principle of “learning through research” and is aligned with the neoliberal logic, which is marked by competitiveness, individualism and entrepreneurship; b) the principle of “learning through research” is associated with the biotechnological logic. This has put at stake the use of scientific procedures based on the vegetal biotechnological area, such as the research on the use of transgenic seeds (genetically modified organisms – GMOs) produced by the X company; c) the pedagogical practices linked to vegetal biotechnology have acted on the school subjects by subjectivating them to adhere to the GMO discourse; d) the principle of “learning through research” has caused the school subjects to understand that continuing study is a condition for them to be included in the labor market and continue to work as agricultural technicians; e) the pedagogical principle of “learning by doing”, which was in force along the 1980s, aimed at the appropriation of scientific knowledge to improve the students’ previous experiences; f) the displacement from the principle of “learning by doing” to the principle of “learning through research” has caused a change of emphasis aiming at qualifying students’ experiences through the Scientific Method; g) over the last three decades, the list of contents of Mathematics has not changed, the mathematical education in Mathematics has maintained its abstract, formal approach, and mathematical education in technical disciplines has been aligned with the technoscientific discourse, including technological resources; h) the mathematical education discourse that is currently in operation in the Agricultural Technician course at IFRS-Sertão can be regarded as one of the vectors (but not the only one) that constitute the technoscientificity.