Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-15T18:56:02Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_SerVivoEspecie.pdf: 8289687 bytes, checksum: cb24396b4e7d3c640f49b1b1143db9ab (MD5) / Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-25T21:44:34Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_SerVivoEspecie.pdf: 8289687 bytes, checksum: cb24396b4e7d3c640f49b1b1143db9ab (MD5) / Made available in DSpace on 2017-05-25T21:44:34Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_SerVivoEspecie.pdf: 8289687 bytes, checksum: cb24396b4e7d3c640f49b1b1143db9ab (MD5) Previous issue date: 2013-12-16 / Em linhas gerais o objetivo deste trajeto investigativo emerge da discussão dos efeitos da racionalidade científica e das suas verdades na formação e no exercício docente dos professores de ciências e biologia. O percurso analítico se dirige aos espaços de constituição dos saberes, de suas formas e de suas relações de forças, problematizando o pensamento hegemônico e contingente da biologia no século XX, lido em seus enunciados evolutivos e moleculares. As ciências biológicas objetificadas como produto acabado de um contínuo de superações e aprimoramentos teóricos, mantenedora de determinados conceitos ou ideias estruturantes é questionada na medida em que se defende a tese de que o presente da biologia multiplica as produções de falso e verdadeiro, resultando em diferentes modos de formar docentes e de se ensinar ciências biológicas em territórios nos quais se acredita ter/manter certa homogeneidade. Nesta perspectiva, a pesquisa torna visíveis os enunciados que corroboram a tese, utilizando documentos que narram o cotidiano da educação em ciências e biologia, tais como livros e periódicos da formação de professores e materiais didáticos utilizados na educação básica, dentre outros. Os documentos são definidos pelo aparecimento dos objetos, lançando-se mão de recursos enunciativos como conceitos e imagens relacionadas ao ensino de ciências e biologia. A análise utiliza ferramentas dispostas nas teorizações de Michel Foucault, sobretudo, conceitos como episteme e dispositivo relacionados às investigações dos regimes de constituição dos saberes. As perspectivas de episteme e dispositivo neste trabalho vinculam-se com a produção dos objetos Vida, Espécie e Sistema Classificatório, que possibilitam pensar em demarcação de conteúdos, além disso, o dispositivo é pensado como algo constituído em uma rede, estabelecida predominantemente entre discurso e prática, não de forma dual, posto que são indissociáveis, mas no campo do que é visível e do que não é visível. Com efeito, o corpo deste trabalho traz de forma propositadamente imbricada, a análise de determinados enunciados que se referem às formas de pensar o que é ser vivo, ser espécie e ser classificado, predominantemente no período compreendido entre o início do século XX e o início do século XXI. A biologia, nesta perspectiva analítica aparece como um saber não unificado, sendo, portanto, campo em movimento, em disputa pelo poder de significar a ideia de vida. Disputa que se expressa no âmbito do ensino da biologia produzindo múltiplas, cambiantes e concorrentes formas de dizer sobre o vivo. / In general terms the objective of this research is related to the discussion of the effects of scientific rationality and its truths in the formation and work of teachers of science and biology. The analysis addresses the areas of acquisition of knowledge, its forms and its power relations problematizing the hegemonic thinking and contingent of biology in the twentieth century, demarcated in their evolutionary utterances and molecular. The biological sciences established as a finished product and continuously is questioned the extent that it defends the thesis that the presence of biology multiplies the productions of true and false, resulting in different modes to train teachers and to teach biological sciences in territories which are believed to have and maintain certain homogeneity. In this perspective, the research makes visible the statements that corroborate the thesis, using documents that narrate the daily life of science education and biology, such as books and periodicals of teacher training and teaching material used in basic education, among others. The documents shall be defined by the appearance of objects investigating. The analysis tools arranged on theories of Michel Foucault, especially concepts like épistémè and dispositif related to investigations systems of constitution of knowledge. The perspectives of épistémè and dispositif in this study are linked to the production of objects life, species and classification system, allowing thinking about the demarcation of content and networks established. In effect the body of this work brings in a deliberate imbricated form, analysis certain statements that refer to ways of thinking about what is to be alive, be species and be classified, predominantly in the period between the beginning of the twentieth century the beginning of the 21st century. Biology in this analytical perspective appears as a unified not knowledge, therefore, moving field, and struggle for power to signify the idea of life. Dispute which expresses itself in the teaching of biology producing multiple, nuances and contestants forms to tell about the living.

This thesis has two main objectives. First, it accomplishes a detailed critical reading of Michel Foucault’s writings on the archaeology of knowledge, focusing on the emergence of political economy. Second, it explores some possibilities opened up by his work for a rethinking of the historiography and methodology of economics. The first results from the fact that there have been very few assessments of his archaeology of economics, not only in economics itself, but also in the fields of philosophy and history of thought in general. Although it may be possible to find some applications in economics of notions and concepts introduced by him, this has mostly been done without a detailed critical analysis of his writings. Thus, it is considered here that it is first necessary to go back to his writings and to develop a very careful reading of them in order to be able to explore them in a second stage. As for the second, the main argument is that his archaeology has important contributions that are still missing by economists. The study is developed in two parts. The first part is dedicated to a meticulous reading of the The Archaeology of Knowledge and The Order of Things, ending up with an assessment. Part II develops an analysis of his contributions in three areas of research in economics: methodology of economics, historiography of economic thought, and studies on Adam Smith’s context. This analysis is considered itself an important contribution of this thesis. Chapter 3 situates Foucault’s perspective and system among other current interests in economic methodology, comprising basically three parts. First, it identifies one common fundamental question underlying some of these interests, that is, whether there is an underlying configuration in knowledge that permits us to think what we think in economics in a certain moment in time and space. It is argued that Foucault’s archaeology makes important contributions to this strand. Second, it compares his approach to the current interest in rhetorical studies in economics. Third, it gives special attention to the historiography of economic thought through the investigation of the interplay between the notion of the ‘episteme’ and the Kuhnian concept of ‘paradigm’. Chapter 4 explores and assesses his archaeology of political economy in The Order of Things and briefly indicates some of the important ideas provided by him in his lectures at the Collège de France in 1978-79, which give some hints for the possibility of investigating the current epistemic context underlying economics. The last chapter concentrates on Smith’s writings on language and rhetoric, the methodological conception underlying his writings, and the notion of invisible hand, according to Foucault’s system. This latter essentially shows the potentiality for his system to improve the level of consciousness of our past and emphasizes that it opens up a series of possibilities of further and interesting inquiries. The thesis concludes with an appraisal of Foucault’s contribution and additional issues for further enquiry.