While naturalistic theories have come to dominate the philosophical landscape, there is still little consensus on what “naturalism” means. I trace the origins of contemporary naturalism to a view, called the “fundamental naturalistic impulse,” that originates in Quine’s turn against Carnap and which I take to be necessary for naturalism. In light of this impulse, some “substantively naturalistic” theories are examined: a weak version of non-supernaturalism, Railton’s a posteriori reduction of moral terms, and “Canberra plan” conceptual analyses of moral property terms. I suggest that if we take the fundamental naturalistic impulse seriously, then there is no need to differentiate substantive versions of naturalism over and above methodological versions. Substantive thesis in ontology or semantics can be had on account of one’s methodological commitments. This not only cuts against the distinction between methodological and substantive naturalisms, but also demonstrates just how far method can reach.

I started this project with the understandning that European hisory has become more important in government documents as a part in a larger European discourse, and that this fact is likely to be reflected in the chools textbooks. Therefore this essay deals with the task of comparing history textbooks over time trying to find changes. Firstly to find out how much space European history is afforded in the textbooks, and secondly how Europe is described and used in the textbooks. In my first task I will use a content analysis and in my second a conceptual analysis. My material consists of eight books and I have three pieces of older educational materials from the years 1949, 1954 and 1962. The contemporary educational material are from 1996, 2002, 2006, 2010 and 2011. My overall purpose is to examine the image and the creation of ´Europe´ in textbooks. My hypothesis is that Europe appears more and has a geater significance in newer textbooks. My result shows that the amount of pages in which Europe appears changes between older and newer textbooks, and that the Scandinavian countries appear more at the expence of Europe. World history has also increased in page numbers but not that much. However, Europe apperas more often in the newer textbooks and the term is used in a different way han before. In the older textbooks the term Europe is not that important. But in the newer textbooks the term Europe is often used to explain geogaphical locations and define Europe as a cultural and political project. The older textbooks more foten use synonyms to describe Europe and do not need to define the term nor use it as a cultural and political unit.

<p>The purpose of the present thesis is to apply philosophical methods to the ongoing debate of the precautionary principle, in order to illuminate this debate. The thesis consists of an Introduction and five papers. Paper I con-cerns an objection to the method of conceptual analysis, the Charge from Psychology. After a brief characterisation of conceptual analysis, I argue that the Charge from Psychology is misdirected. In Paper II, the method of conceptual analysis is applied to the concept of precaution which is ana-lysed in terms of precautionary actions. The purpose is explicatory. A definition involving three necessary and jointly sufficient conditions is proposed, and the implications of this analysis for the debate on the pre-cautionary principle are discussed. Paper III attempts to provide an ana-lytical apparatus which may be used for finding improved formulations of the precautionary principle. The approach is lexicographical. Several exist-ing and possible formulations of the precautionary principle are examined, and four common elements and a common structure of the precautionary principle are identified. It is suggested that the analytical apparatus pre-sented can be used in negotiations of the precautionary principle. Paper IV questions the soundness of some arguments against the precautionary prin-ciple. Five common arguments are discussed and rejected. In Paper V, two of these arguments are further discussed. I argue that an attempt at rejec-tion of the precautionary principle delivered by John Harris and Søren Holm is unwarranted, because their arguments against it are based on in-terpretations of the precautionary principle that ignore context. Paper VI deals with the idea of de minimis risk. After a discussion of the distinction between disregarding a risk and accepting it, I examine one way of deter-mining how small a risk ought to be in order to be disregarded, namely the use of natural risk levels as benchmarks. I argue that this approach fails, even if the distinction between what is natural and what is not natural can be upheld.</p>

Magistro darbe „Darbo konceptas lietuvių ir rusų patarlėse ir priežodžiuose“ bandoma plačiau panagrinėti koncepto darbas specifiką ir raišką lietuvių ir rusų kalbų pasaulėvaizdžiuose, atrasti panašumų ir skirtumų, rekonstruoti kalbai būdingą pasaulėvaizdį, tautų mąstymo strategijas. Atlikus lyginamąją ir konceptualiąją analizę, išanalizavus surinktą medžiagą, nustatyta, kad darbo konceptas lyginamose kalbose yra suvokiamas panašiai (darbas (darbštumas) – kaip gerovės šaltinis, darbas – kaip tinginystės priešprieša, tinginystė –kaip darbo parodija, darbas – jungtis tarp žmogaus ir gamtos, darbas – kaip vargas, darbas –kaip žmogaus savybių matmuo, darbas – kaip mokymo įrankis, darbas – šeimyninės sanklodos rodiklis, darbas – gyvenimiškos tiesos saugykla). Dažniausi darbo denotatai lietuvių ir analogiškai rusų kalboje yra darbas (darbštumas) – kaip gerovės šaltinis, darbas – kaip tinginystės priešprieša, tinginystė – kaip darbo parodija, darbas – kaip vargas, darbas – kaip žmogaus savybių matmuo. Darbas (darbštumas) – kaip gerovės šaltinis dažniausiai realizuojamas lietuvių kalboje. Rusų kalboje dažniausiai realizuojamas darbas – kaip tinginystės priešprieša, tinginystė – kaip darbo parodija. Lietuvių ir rusų kalbų patarlės ir priežodžiai pasižymi raiškos įvairove: aktyviai vartojami posakiai su neigiamu modalumu, elipsė, dauguma atvejų yra metaforiški, vaizdingi, lakoniški, neretai hiperbolizuoti, vyrauja ironija, komiškumas, garsinis aspektas, kategoriškumas, pamokymai ir... [toliau žr. visą tekstą] / The aim of this master work, „The concept of work in Lithuanian and Russian proverbs and bywords“, is to take a wider glance at the concept of work in Lithuanians and Russians world-view, to find similarities and differences, to recreate the type of world-view which would be common to the language and also to recreate the strategies of thinking. After a comparative and conceptual analysis and after the analysis of collected examples, we made a conclusion that the concept of work is perceived similarly: work (diligence) as the source of wellness, work as the confrontation with laziness, laziness as the parody of diligence, work as the connection between human and nature, work as misery, work as the measurement of humanity, work as the proper way to educate, work as the measurement of family values and work as the storage of all the values. The most frequent and common for both Lithuanian and Russian languages meanings of the concept work are these: work as the source of wellness, work as the confrontation with laziness, laziness as the parody of diligence, work as misery and work as the measurement of humanity. The most common meaning to Lithuania language is work as the source of wellness and the most common meaning of work to Russian language is work as the confrontation with laziness and laziness as the parody of diligence. Lithuanian and Russian proverbs and bywords can be expressed in various ways: there are a lot of examples which have negative meaning. People use many... [to full text]

A pesquisa-ação, desde a sua origem, associada às Ciências Sociais, sofreu diferentes incorporações teóricas, tanto relacionadas ao seu conceito quanto à sua prática, que resultaram em muitas interpretações distintas que, às vezes, podem dificultar o seu emprego em produções acadêmicas da área de Ciências da Saúde. Objetivo: identificar e caracterizar as teses de doutorado e as dissertações de mestrado produzidas nos programas de pós-graduação de Ciências da Saúde da Universidade de São Paulo (USP), entre 2000 a julho de 2012, em que foi utilizada a metodologia de pesquisa-ação, além de analisar os conceitos de pesquisa- ação que foram empregados nestes trabalhos. Metodologia: utilizamos o método bibliográfico, a bibliometria e a Teoria Comunicativa da Terminologia (TCT), através da abordagem qualitativa e quantitativa. Usamos como fonte de dados, a Biblioteca Digital de Teses e Dissertações da USP (BDTD/USP) e como instrumento, usamos uma ficha de coleta de dados validada por especialistas. Realizamos a análise dos dados de forma manual. Resultados: a pesquisa-ação foi utilizada em 49 trabalhos (31 de doutorado e 18 de mestrado), de autoria de 45 diferentes alunos/autores que, em sua maioria, tinham formação em Enfermagem (54,17%), atuando na linha de pesquisa de Educação em Saúde e Formação de Recursos Humanos (51,02%), do Programa de Pós-graduação em Enfermagem Psiquiátrica (55,10%), da Escola de Enfermagem de Ribeirão Preto (EERP) (61,22%), sob a orientação de uma mesma docente (48,98%). Predominou trabalhos defendidos entre 2007 e 2011 (61,22%), em que o pesquisador atuava, previamente, no campo de aplicação do estudo (59,19%), desenvolvidos sem apoio financeiro de órgãos de fomento (69,39%). Os trabalhos apresentaram abordagem qualitativa, com temáticas sobre pesquisa-ação (5,91%), enfermagem (5,38%) e educação em saúde (3,76%), tendo como foco principal a formação/prática do profissional de saúde (44,90%). Nestes, prevaleceu o emprego da pesquisa-ação crítica (89,80%), com a realização de todas as etapas da pesquisa-ação indicada por Thiollent. Identificamos 124 citações relacionadas ao conceito de pesquisa-ação (média=2,82 citações/trabalho), provenientes de 50 referências e 48 autores diferentes. Em sua maioria, eram livros (58,06%), publicados em português e, na década de 2000. O livro Metodologia da pesquisa-ação foi empregado para conceituar a pesquisa-ação por 88,64% dos trabalhos. Em ordem decrescente, os autores Thiollent, Bueno e Freire foram os mais citados. Identificamos 356 excertos de citações relacionados ao conceito de pesquisa-ação (média=8,09 excertos/trabalho). A pesquisa-ação foi conceituada mediante a descrição dos tipos de pesquisas relacionadas a essa metodologia, sua origem, aplicação e princípios básicos. Considerações finais: a aplicação da pesquisa-ação em teses de doutorado indica que esta metodologia apresenta rigor científico adequado às exigências de estudos considerados complexos. A pesquisa-ação foi conceituada, principalmente, através de fontes específicas sobre o tema em questão, com a utilização de um núcleo principal de fontes e de atores utilizados como referências para conceituar a temática em foco. / Action research, since its origin, linked to the Social Sciences, presented various forms of theoretical inclusions, related to its concept and practice, which resulted in many different interpretations that can sometimes hinder its use in academic productions in the area of Health Sciences. Objective: to identify and characterize the dissertation of masters and doctorate theses developed in the post-graduate program in Health Sciences of the University of São Paulo (USP), between 2000 and July 2012, in which was used the action research methodology, apart from analyzing the concepts of action research were used in these studies. Methodology: We used the review of literature, the bibliometrics and Communicative Theory of Terminology (TCT), through qualitative and quantitative approach. It was used as a data source, the Digital Library of Theses and Dissertations of USP (BDTD/USP) and it was used a data collection form, validated by experts. We conducted data analysis manually. Results: action research was used in 49 studies (31 doctorates and 18 masters), which were written by 45 different students/authors, who mostly had training in Nursing (54.17%), working in line research in Health Education and Training Human Resources (51.02%) of the Graduate Program in Psychiatric Nursing (55.10%), of the Nursing School of Ribeirão Preto (EERP) (61.22%), under the supervision of the same teacher (48.98%).Studies defended predominated between 2007 and 2011 (61.22%), in which the researcher worked previously in the field of study (59.19%), which were developed without the financial support of funding agencies (69.39% ). The studies had qualitative approach, presenting themes about action research (5.91%), nurses (5.38%) and health education (3.76%), with the main objective of formation/practice of the health care professionals (44.90%). In these studies, the prevailing use of critical action research (89.80%), with the completion of all stages of the research- action indicated by Thiollent. In the studies analyzed, we identified 124 citations related to the concept of action research (mean = 2.82 citations/study), from 50 authors and 48 different references. Most part of it was books (58.06%), published in Portuguese in the 2000s. The book Action research methodology was employed to conceptualize action research by 88.64% of the studies. In descending order, the authors Thiollent, Bueno and Freire were the most cited. We identified 356 excerpts of citations related to the concept of action research (mean = 8.09 excerpts/study). Action research was conceptualized by describing the types of research related to this methodology, its origin, and applying basic principles. Final considerations: the application of action research in the theses indicates that this methodology has adequate scientific rigor to the demands of the studies considered complex. Action research was conceptualized mainly through specific sources on the topic in question, with the existence of a core group of actors and sources used as references to conceptualize the thematic in focus.

O trabalho sintetiza-se em três pontos principais. Primeiro, a desqualificação da visão de Gordon Baker sobre um dos papéis da filosofia como uma terapia do sujeito. Esta desqualificação se dá tanto por meio de uma crítica ao que ele propõe quanto aos seus fundamentos textuais. Segundo, a explicitação da visão de Waismann, que contribui para a crítica a Baker e para o esclarecimento do que entendemos pelo papel da Filosofia nas Investigações Filosóficas. E, em terceiro lugar, a consideração da concepção de Hacker da filosofia como uma atividade de análise conceitual, que desemboca em nossa proposta de avaliação conceitual. / This work can be summarized in three main points. First, the disqualification of Gordon Bakers view of philosophy as a therapy of the subject. This takes place both through a critique of what he proposes and through what it is based on. Second, the explanation of Waismanns view, which contributes to the criticism of Baker and clarifies what we understand as the role of philosophy in Philosophical Investigations. And, thirdly, the consideration of Hackers view of philosophy as an activity of conceptual analysis, which leads to our own view of conceptual evaluation.

En el presente trabajo de investigación se analizará las películas 2001: Odisea del Espacio y La Naranja Mecánica del director Stanley Kubrick desde la perspectiva visual de la dirección fotográfica, y su impacto en la sociedad estadounidense de los años 70’s.  El objetivo de este estudio es identificar los mensajes ocultos que busca demostrar Stanley Kubrick por medio del uso de técnicas fotográficas en sus películas 2001: Odisea del espacio y La Naranja Mecánica. Por ello, se realizará un análisis de la composición fotográfica, el manejo del color e iluminación, con la finalidad de interpretar y comprender su simbolismo, así como impacto social en Estados Unidos de la década del setenta. / In the present investigation, we will be analyzed from the visual perspective of the images composition of the films 2001: Space Odyssey and The Clockwork Orange by Stanley Kubrick with the purpose of what was their impact on American society in the decade of 1970. The objective of this study is to identify the hidden messages that Stanley Kubrick seeks to demonstrate through symbolism in his films, 2001: Space Odyssey and The Clockwork Orange. Therefore, an analysis can be made in the photographic composition of elements, the most explicit scenes of this work, in order to interpret them and understand their impact on American society in the seventies. / Trabajo de investigación

Dissertation (PhD)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The central question of this thesis is whether education policy frameworks are sufficient to transform the higher education system in South Africa. I hold that higher education policy initiatives promulgated in statutory documents such as the White Paper 3 on Higher Education Transformation of 1997 and the Higher Education Act of 1997 are not sufficient to guide educational transformation in universities. My main claim is that as higher education role players we also need to pursue practices driven from "inside" (Gutman 1998: 34) whereby we can develop the "strength of will" to contribute towards initiating equal access and development and, enhancing accountability and quality at our universities. I hold that in order to practice higher education transformation from "inside" (Gutman 1998: 34), one can justifiably pursue a reflexive democratic praxis for the reason that it involves a form of "doing action" with some worthwhile, rational end in mind. It has to do with engaging in reflexive and democratic action attuned to social experience, more specifically higher education, where possibilities may be contemplated, reflected upon, transformed and deepened. To deepen our understanding of our actions involves asking questions about "what we have not thought to think" (Lather 1991: 156). I argue that philosophy of education, more specifically conceptual analysis, is an indispensable means by which we can develop such a deeper, clearer, more informed and better reasoned understanding about the current shifts in higher education transformation in post- apartheid South Africa. Simultaneously, I use conceptual analysis to show why and how the idea of a reflexive democratic praxis can become a "satisfying sense of personal meaning, purpose, and commitment" (Soltis 1998: 196) to guide our activities as educators in the higher education realm. The general principle, which shapes a reflexive democratic praxis, is rationality. Rationality is shaped by logically necessary conditions such as "educational discourse", "reflexive action" and "ethical activity to promote the moral good" in the forms of truthtelling and sincerity, freedom of thought, clarity, non-arbitrariness, impartiality, a sense of relevance, consistency and respect for evidence and people. My contention is that appealing to moral notions of rationality is where the strength of a reflexive democratic praxis lies. In this sense I further elucidate rationality which I argue can create spaces for achieving democratic education which, in tum, holds much promise for shaping teaching and learning through distance education, research and community service in the context of higher education transformation in South Africa. I use "touchstones" which evolve out of rationality, namely access, relevance and dialogism, to show how the idea of a reflexive democratic praxis can contribute towards shaping higher education transformation in South Africa. I provide an overview of the South African higher education policy framework, in particular its concern with issues of equality, development, accountability and quality, which can be linked to and guided by "touchstones" of a reflexive democratic praxis. A reflexive democratic praxis implies a shift towards socially distributed knowledge production which in turn shapes higher education transformation. By reflecting on instances related to the institution where I work, I argue that a more nuanced understanding of higher education has the potential to initiate equal access and , development on the one hand, and to enhance accountability and quality on the other hand. I conclude with the idea that a reflexive democratic praxis can provide higher education practitioners with a conceptual frame to organise their discourses in such a way as to contribute towards transforming their activities and that of their institutions. In this way they might contribute towards addressing the demands of equality, development, accountability and quality in South African higher education. KEYWORDS: Philosophy of education, conceptual analysis, reflexivity, democracy, praxis, higher education, transformation and South Africa. / AFRIKAANSE OPSOMMING: Die sentrale kwessie wat hierdie proefskrif aanspreek, is die vraag of die raamwerke vir onderwysbeleid genoegsaam is vir die transformasie van hoër onderwys in Suid-Afrika. Ek is van mening dat die proklamasie van inisiatiewe ten opsigte van die beleid vir hoër onderwys in statutêre dokumente soos die Witskrif 3 oor die Transformasie van Hoër Onderwys (1997) en die Wet vir Hoër Onderwys (1997) nie genoegsaam is om transformasie aan universiteite te rig nie. My hoofstandpunt is dat ons, die rolspelers in hoër onderwys, ook aandag moet gee aan praktyke wat "van binne uit" gedryf word (Gutman 1998: 34). Op so 'n manier kan ons die "wilskrag" ontwikkel wat sal bydra tot die inisiering van gelyke toelating en ontwikkeling en die versterking van verantwoordelikheid en kwaliteit aan ons universiteite. Ek is van mening dat dit geregverdig is om die transformasie van hoër onderwys "van binne uit" te bewerkstellig deur 'n refleksiewe demokratiese praktyk omdat dit 'n soort aksie verg wat 'n betekenisvolle rasionele doel het. Dit gaan oor refleksiewe en demokratiese aksies wat afgestem is op sosiale ondervinding, veralop die hoër onderwys, waar verskillende moontlikhede oorweeg kan word, daaroor gereflekteer kan word en dit dan getransformeer en verdiep kan word. Ter wille van die verdieping van ons begrip van ons aksies moet vrae gevra word oor "what we have not thought to think" (Lather 1991: 156). My argument is dat die filosofie van die opvoeding, meer spesifiek 'n konseptuele analise, 'n onontbeerlike manier is om 'n dieper, duideliker, meer informatiewe en beter beredeneerde begrip te ontwikkel van die huidige klemverskuiwings in die transformasie van die hoër onderwys in 'n post-apartheid Suid-Afrika. Daarmee saam gebruik ek konseptuele analise om aan te toon waarom en hoe die idee van 'n refleksiewe demokratiese praktyk 'n "satisfying sense of personal mearung, purpose, and commitment" (Soltis 1998: 196) kan word om ons aktiwiteite as opvoedkundiges in die hoër onderwys te kan rig. Die algemene beginsel wat aan 'n refleksiewe demokratiese praktyk sy vorm gee is 'n rasionaliteit. Rasionaliteit word gevorm deur logies-noodsaaklike beginsels, bv "opvoedkundige diskoers", "refleksiewe aksie" en "etiese aktiwiteite wat goeie moraliteit bevorder" soos dit aangetref word in die praat van die waarheid, opregtheid, vryheid van denke, helderheid, nie-arbitrêrheid, onpartydigheid, 'n sin vir relevansie, konstantheid en respek vir bewysstukke en mense. My standpunt is dat die sterkte van 'n refleksiewe demokratiese beleid daarin geleë is dat dit aanspraak maak op morele kwessies van rasionaliteit. Ek verklaar rasionaliteit in hierdie sin verder deur te beweer dat dit die plek is om demokratiese onderwys te verwerklik, wat op sy beurt groot beloftes inhou vir onderrig en leer deur middel van afstandsonderwys, navorsing en gemeenskapsdiens in die konteks van die transformasie van hoër onderwys in Suid-Afrika. Ek gebruik kwaliteitsaanduiders wat ontwikkel uit rasionaliteit, naamlik toeganklikheid, relevansie en samevattings om aan te toon hoe die idee van 'n refleksiewe demokratiese praktyk kan bydra tot die vorming van die transformasie van hoër onderwys in Suid- Afrika. Ek verskaf 'n oorsig oor die raamwerk vir die Suid-Afrikaanse beleid oor hoër onderwys, In die besonder oor aspekte soos gelykheid, ontwikkeling en verantwoordbaarheid, wat gekoppel kan word aan en geng kan word deur die kwaliteitsaanduiders van 'n refleksiewe demokratiese praktyk. 'n Refleksiewe demokratiese praktyk impliseer 'n klemverskuiwing in die rigting van sosiaal-verspreide kennisproduksie wat vorm gee aan die transformasie van hoër onderwys. Deur te reflekteer oor gebeure wat verband hou met die inrigting waar ek werk, argumenteer ek dat 'n fyner genuanseerde omskrywing van hoër onderwys die potensiaal het om aan die een kant gelyke toeganklikheid en ontwikkeling te inisieer en aan die ander kant om verantwoordbaarheid en kwaliteit te versterk. Ek sluit af met die gedagte dat 'n refleksiewe demokratiese praktyk die praktisyns van hoër onderwys van 'n konseptuele raamwerk kan voorsien wat hul diskussies op so 'n manier salorganiseer dat dit sal bydra tot die transformasie van hulle aktiwiteite en die van die inrigtings waarby hulle betrokke is. Op so 'n manier kan 'n bydrae gelewer word tot die aanspreek van die eise van gelykheid, ontwikkeling en verantwoordbaarheid en kwaliteit van hoër onderwys in Suid-Afrika. SLEUTELBEGRIPPE: Filosofie van die opvoeding. konseptuele analise, refleksiwiteit, demokrasie, praktyk, hoër onderwys, transformasie en Suid-Afrika.

The aim of this thesis is to resurrect interest in the concept of power in political theory by shedding light on some of its relatively unexplored discursive dimensions and developing a fresh approach to its understanding. Particularly, it studies an under-examined theme in the current literature, which, however, forms a crucial aspect determining different definitions of power: in what manner do different ways of thinking about power underpin variable conceptual formulations and theoretical interpretations of this key political concept? What types of cognitive, ideational and conceptual 'micro-processes' shape different ways of thinking about power in political thought? The thesis suggests novel interpretative possibilities that may be distilled from developing a hermeneutical approach extending across the dimensions of historical time and disciplinary space, by combining methodological insights from the fields of morphology, intellectual history and interdisciplinary study. To that end, it engages perspectives gleaned from historical treatments of power, as well as recent understandings of spatiality and force provided by scientific discourse. The concept of power is explored through the perspectives of (i) cultural historicity and (ii) interdisciplinarity. Along the axis of cultural historicity, the analysis studies Aristotle's classical concept of 'dunamis' as the original conceptual modality of power in political thought. Along the axis of interdisciplinarity, the examination explores the concept of force in the discourse of physics, and its parallel development in political thought. This dissertation shows that the exploration of those conceptual modalities can yield a new appreciation of certain diachronic and contingent conceptual features of power and enhance our understanding of the multifaceted discursive processes through which those form, including the underpinning 'micro-semantic', linguistic and ideational processes which contribute to the emergence of variable modes of thinking about power. In so doing, the thesis aims at illuminating our modern understanding of the concept, moving the scholarly discourse forward towards new horizons of meaning and interpretation.

O presente trabalho, localizado nos domínios da historiografia dos estudos da tradução, tem como objetivo investigar o percurso do funcionalismo alemão no Brasil, com foco, por um lado, na ação de lideranças para a promoção da abordagem teórica no país e, por outro, no tratamento conceitual atribuído aos conceitos fundamentais da abordagem teórica por pesquisadores brasileiros. Ademais, o trabalho visa a propor uma metodologia útil à pesquisa histórica dos estudos da tradução, amparada por um modelo teórico interdisciplinar, bem como a contribuir para o mapeamento do campo disciplinar e para a promoção da abordagem funcionalista. Parte-se de duas hipóteses: no plano social, a disseminação do Funcionalismo teria se dado, no inicio, através da ação de lideranças funcionalistas na divulgação teórica, um posto depois assumido por agentes difusores em instituições de ensino superior no Brasil; no plano conceitual, as pesquisas fundamentadas pelo funcionalismo no Brasil fariam uso do arsenal conceitual estabelecido pela teoria em seus primeiros anos, sobretudo por meio dos trabalhos de Christiane Nord, expandindo ou reformulando os conceitos da teoria-base ao aplicá-los no exame de um problema específico de tradução. Para confirmar ou refutar essas hipóteses, são empregados, no âmbito teórico, noções de historiografia, em especial da história das ciências, assim como noções da filosofia e da sociologia da ciência e da sociobiologia. No âmbito metodológico, a linguística de corpus e a cientometria fornecem procedimentos e ferramentas de análise. Desse modo, essas abordagens são coadunadas em dois vieses de pesquisa: uma pesquisa contextual (externalista) e uma pesquisa conceitual (internalista). A partir desses dois vieses, almeja-se uma compreensão holística da difusão da teoria no Brasil. Como parte da pesquisa externalista, delineia- se um mapa do campo disciplinar no Brasil desde o seu início, nos anos de 1950, com especial ênfase ao período entre 1990 e 2005. Esse mapa revela um crescimento bastante significativo do campo, sobretudo a partir da década de 1990, impulsionado por sua institucionalização. Outrora concentrada em instituições no Sudeste e no Sul brasileiros, as investigações de temas ligados à tradução disseminam-se para outras localidades, surgindo assim outros polos de pesquisa. No que tange ao funcionalismo, observa-se, conforme uma das hipóteses de trabalho, que sua entrada no âmbito dos estudos da tradução no país ocorre, de modo preponderante, pela ação dos fundadores da abordagem teórica. Seu crescimento e disseminação ocorrem apenas em tempos mais recentes, sobretudo em torno de temas como a tradução técnica, a tradução de quadrinhos e o emprego da tradução em aulas de língua estrangeira. Quanto à pesquisa conceitual, ela revela que os pesquisadores brasileiros absorvem algumas noções fulcrais do funcionalismo, tais como o fato de a tradução ser um proceder entre culturas, orientado pela função do texto traduzido. Em conformidade com as hipóteses iniciais, observa-se também que as ideias que circulam nos estudos da tradução no Brasil foram introduzidas principalmente pelas obras de Christiane Nord. Por fim, ressalta-se o fato de que o funcionalismo, como qualquer teoria, não contemplar todos os casos específicos de tradução, sendo necessária a contribuição de aportes teóricos advindos de outras áreas disciplinares, o que é um valoroso exemplo da interdisciplinaridade inerente aos estudos da tradução. / This study, inserted in the field of historiography of translation studies, seeks to investigate the course of German functionalism in Brazil, focusing, on the one hand, on the leaderships action to promote the theoretical approach in the country and, on the other hand, in the conceptual treatment attributed to the fundamental concepts of the theoretical approach by Brazilian researchers. Moreover, the study aims to propose a useful methodology for the historical research of translation studies, supported by an interdisciplinary theoretical model, as well as to contribute to the mapping of the disciplinary field and to promote the functionalist approach. It is based on two hypotheses: at the social level, the dissemination of Functionalism would have taken place, in the beginning, by the functionalist leaderships actions to promote the theory, a position later assumed by promoters in higher education institutions in Brazil; and, on the conceptual level, the researches based on functionalism in Brazil would make use of the conceptual array established by the theory in its early years, especially through the studies by Christiane Nord, expanding or reformulating the concepts of the basic theory by applying them to the examination of a specific translation problem. In order to confirm or refute these hypotheses, notions of historiography are used in the theoretical scope, especially notions of history of sciences, as well as notions of philosophy and sociology of science and sociobiology. In the methodological scope, corpus linguistics and scientometrics provide analysis procedures and tools. Therefore, these approaches are linked by two research models: a contextual research (externalist) and a conceptual research (internalist). From these two models, we aim for a holistic understanding of the dissemination of the theory in Brazil. As part of the externalist research, a map of the disciplinary field in Brazil is outlined since its inception in the 1950s, with special emphasis on the period between 1990 and 2005. This map shows a very significant growth of the field, especially since the 1990s, driven by its institutionalization. Formerly centred in institutions in the Southeast and South of Brazil, research studies on themes related to translation are disseminated to other localities, thus, other research centres emerge. Regarding functionalism, it can be seen that, according to one of the hypotheses of this study, its inclusion into the scope of translation studies in the country occurs, predominantly, by the action of the founders of the theoretical approach. Its growth and dissemination only occur in more recent times, especially involving themes such as technical translation, translation of comic books, and the use of translation in foreign language lessons. As for the conceptual research, it reveals that Brazilian researchers absorb some key notions of functionalism, such as the fact that translation is a proceeding between cultures, guided by the function of the translated text. In accordance with the initial hypotheses, it is also noted that the ideas that circulate in translation studies in Brazil were mainly introduced by the works of Christiane Nord. Finally, we emphasize the fact that functionalism, like any theory, does not contemplate all specific cases of translation, requiring the contribution of theoretical inputs from other disciplinary areas, which is a valuable example of the inherent interdisciplinarity of translation studies.