As últimas duas décadas testemunharam a gradual difusão de iniciativas destinadas a tornar a História da Ciência uma aliada dos professores de ciências da escola básica interessados em discutir, em suas aulas, aspectos associados à estrutura e ao funcionamento da ciência, em sintonia com os ideais de uma educação crítica, ativa e transformadora. No caso particular da Física, diversos documentos oficiais reforçam essa necessidade, tornando a História da Ciência presente, por exemplo, nas disciplinas dos cursos de licenciatura, nos livros didáticos e em materiais destinados à divulgação científica. Todavia, a História da Ciência, por suas próprias características e particularidades como campo do conhecimento, é caracterizada por um nível de complexidade incompatível com sua apropriação direta e acrítica por parte de alunos e professores. A inobservância desse fato, inclusive no processo de formação dos docentes, é um dos motivos responsáveis pelo fracasso de parte das ações implementadas junto aos alunos do ensino médio. Esta investigação considera que o trabalho com episódios relacionados à história da ciência e da tecnologia nacionais poderia preencher parte das lacunas existentes no processo de formação dos futuros professores, favorecer a prática docente e despertar o interesse desses sujeitos acerca do estado da arte da ciência produzida e praticada no Brasil. Tomando a Moderna Historiografia da Ciência como referencial para dar sustentação às discussões a serem propostas em contextos didáticos, foram elaborados dois materiais: um episódio apresentando uma versão para o histórico da energia nuclear no Brasil; e um conjunto de dez atividades propostas para articular a História da Ciência com outros recursos de reconhecido valor didático. A elaboração desse material foi acompanhada pela aplicação de três questionários: dois respondidos por professores em formação, e outro por recém-formados, sendo que este último grupo avaliou os materiais elaborados. A análise das respostas reforçou o potencial da Moderna Historiografia da Ciência como referencial para a elaboração de materiais aproximando a História da Ciência do ensino de Física, tendo como elemento diferencial as temáticas relacionadas à ciência nacional. / The last two decades have witnessed the gradual diffusion of different initiatives to turn the History of Science into an ally for science teachers in elementary and secondary schools. History of Science may help those teachers who are interested in discussing features of science associated with the structure and functioning of science in tune with a critical, active and transformative approach to education in their classes. In the specific case of Physics, several official documents reinforce this need, making History of Science present, for example, in the initial training of teachers, textbooks and materials designed for scientific dissemination. However, due to its own peculiar features as a field of knowledge, History of Science is characterized by a level of complexity which is incompatible with its direct and acritical appropriation by students and teachers. Failure to observe this fact, also present in the process of teacher training, is one of the reasons responsible for the failure of many actions designed to introduce the History of Science in high school. This research is grounded on the premise that working with episodes related to the history of Brazilian science and technology could fill some of the existing gaps in the training of teachers, favor teaching practices, and arise the interest of teachers on the state of the art of science produced and practiced in Brazil. Holding the idea that Modern Historiography of Science is an appropriate strand to support the discussions to be proposed in educational contexts, two materials were elaborated: an episode describing a version for the history of nuclear energy in Brazil, and a set of ten suggested activities to articulate History of Science with other resources of recognized educational value. The elaboration of this material was accompanied by the application of three questionnaires: two of them were answered by pre-service teachers and the other by newly graduated teachers. This last group of participants evaluated the final materials. The analysis of the answers reinforced the potential of Modern Historiography of Science as a support for designing materials approaching History of Science to the teaching of physics, with issues related to national science as a distinctive element

A Semana Nacional de Ciência e Tecnologia é um evento anual que busca mobilizar a população brasileira em torno de temas da Ciência e Tecnologia. Desde a primeira edição, em 2004, a Universidade de São Paulo promove um processo de Divulgação Científica por meio de ações de extensão. Apesar de, atualmente, o modelo de \"feira de ciências\" ser a principal estratégia usada pela universidade na maioria das edições do evento, pouco se conhece além do número de visitantes, escolas e ações oferecidas pelos museus e institutos que participam da feira. O presente trabalho busca investigar como ocorrem os processos de elaboração e execução do evento e como o público interage com os expositores. A pesquisa de natureza qualitativa conta com o suporte teórico da Teoria da Atividade, referencial que permite leitura complexa do fenômeno estudado, por sua abordagem histórico-cultural. O foco de análise é a sistematização das Atividades dos sujeitos para localização de contradições e tensões, elementos fundamentais para o surgimento de Ciclos Expansivos de Aprendizagem. Para isso, foram feitas entrevistas semiestruturadas com expositores, organizadores e um representante do Ministério da Ciência Tecnologia e Inovação (MCTI). A interação do público com os estandes foi registrada em áudio e vídeo. A análise dos dados permitiu a construção do modelo da Atividade dominante do evento, ou seja, de uma Atividade comum a todos os sujeitos envolvidos na feira, caracterizada como Atividade de Negociação entre Ciência e Sociedade. Também foram caracterizadas as Atividades dos expositores, organizadores e visitantes. Na Atividade de Extensão Universitária, realizada pelos expositores, foi possível identificar que os diferentes sujeitos encontramse em níveis de reflexão diferentes a respeito do trabalho que desenvolvem. A Atividade de Produção do Evento, executada pelos organizadores, apresentou três ciclos de aprendizagem expansiva, mostrando um amadurecimento da organização. Foi possível, ainda, identificar uma interrupção dessa aprendizagem expansiva. Ao analisar a Atividade de Visitação, foi possível perceber a importância do interesse prévio do estudante para a decisão de visitar um estande. Foram caracterizados os tipos de interação encontradas nos estandes, bem como os objetos usados pelos expositores para a construção do discurso. Estes dois elementos permitiram apontar as diferenças na duração das visitas, sendo a combinação destes determinantes para a atração do estande e a retenção do mesmo em um estande. A identificação das Atividades permitiu a construção hierárquica do Sistema de Atividades, no qual observou-se como elementos das Atividades em níveis inferiores eram influenciados pelos objetos transformados das Atividades dos níveis superiores. Sob a ótica dos níveis hierárquicos de contradição proposto por Engeström (1987), foi possível perceber a predominância de contradições terciárias, aquelas que ocorrem entre as Atividades de um sistema, e de contradições primárias, aquelas que ocorrem em um elemento da Atividade. Como contribuição para as discussões na Teoria da Atividade, propõe-se quatro categorias de contradições que emergiram da análise do evento: contradições na esfera das concepções de valores; contradições na esfera da comunicação; contradições de caráter organizacional; e contradições de caráter político. / The National Science and Technology Week is an annual event that seeks to mobilize the population around issues of Science and Technology. Since its first edition, in 2004, the University of São Paulo promotes science communication through outreach activities. Although currently the model of \"science fair\" is the main strategy used by the university in most editions of the event, little is known beyond the number of visitors, schools and programs offered by museums and institutes at the fair. This study aims to investigate how the organization and execution of the event occurs and how the public interacts with the exhibitors. The qualitative research has the theoretical support of the Activity Theory, framework that allows complex interpretation of the phenomenon studied because of its historical-cultural approach. The focus of analysis is the systematization of the subjects Activities to locate contradictions and tensions, fundamental elements for the development of Expansive Learning Cycles. For that, semistructured interviews were conducted with exhibitors, organizers and a spokesman of the Ministry of Science, Technology and Innovation. The interaction of the public with the stands was recorded on audio and video. Data analysis allowed the construction of a model of the dominant activity of the event, that can be explained as a common activity to all those involved in the fair, characterized as Trading Activity between Science and Society. Also the Activities of the exhibitors, organizers and visitors were characterized. In the University Outreach Activity, carried out by the exhibitors, was possible to identify that the different subjects are at different levels of reflection about the work they do. The Event Production Activity, performed by the organizers, presented three Expansive Learning Cycles, showing a maturing organization. It was also possible to identify an interruption of this expansive learning. By analyzing the Activity of Visitation, it was possible to realize the importance of student interest prior to the decision to visit a stand. There were characterized types of interactions found in the stands as well as the objects used by exhibitors for the construction of the speech. These two elements allowed us to point out the differences in the duration of visits, and the combination of these determinants for attracting visitors to the stand and for their retaining. The identification of activities allowed the hierarchical construction of the Activity System, in which was observed as elements of Activities at lower levels were influenced by the transformed objects of the Activities of the upper levels. From the perspective of hierarchical levels of contradiction proposed by Engeström (1987), it was revealed the predominance of tertiary contradictions, those between the activities of a system, and primary contradictions, those that occur in an Activity element. As a contribution to the discussions for the Activity Theory, we propose four categories of contradictions that emerged from the event analysis: contradictions in the sphere of values conceptions; contradictions in the sphere of communication; contradictions of organizational character; and contradictions of political character

As últimas duas décadas testemunharam a gradual difusão de iniciativas destinadas a tornar a História da Ciência uma aliada dos professores de ciências da escola básica interessados em discutir, em suas aulas, aspectos associados à estrutura e ao funcionamento da ciência, em sintonia com os ideais de uma educação crítica, ativa e transformadora. No caso particular da Física, diversos documentos oficiais reforçam essa necessidade, tornando a História da Ciência presente, por exemplo, nas disciplinas dos cursos de licenciatura, nos livros didáticos e em materiais destinados à divulgação científica. Todavia, a História da Ciência, por suas próprias características e particularidades como campo do conhecimento, é caracterizada por um nível de complexidade incompatível com sua apropriação direta e acrítica por parte de alunos e professores. A inobservância desse fato, inclusive no processo de formação dos docentes, é um dos motivos responsáveis pelo fracasso de parte das ações implementadas junto aos alunos do ensino médio. Esta investigação considera que o trabalho com episódios relacionados à história da ciência e da tecnologia nacionais poderia preencher parte das lacunas existentes no processo de formação dos futuros professores, favorecer a prática docente e despertar o interesse desses sujeitos acerca do estado da arte da ciência produzida e praticada no Brasil. Tomando a Moderna Historiografia da Ciência como referencial para dar sustentação às discussões a serem propostas em contextos didáticos, foram elaborados dois materiais: um episódio apresentando uma versão para o histórico da energia nuclear no Brasil; e um conjunto de dez atividades propostas para articular a História da Ciência com outros recursos de reconhecido valor didático. A elaboração desse material foi acompanhada pela aplicação de três questionários: dois respondidos por professores em formação, e outro por recém-formados, sendo que este último grupo avaliou os materiais elaborados. A análise das respostas reforçou o potencial da Moderna Historiografia da Ciência como referencial para a elaboração de materiais aproximando a História da Ciência do ensino de Física, tendo como elemento diferencial as temáticas relacionadas à ciência nacional. / The last two decades have witnessed the gradual diffusion of different initiatives to turn the History of Science into an ally for science teachers in elementary and secondary schools. History of Science may help those teachers who are interested in discussing features of science associated with the structure and functioning of science in tune with a critical, active and transformative approach to education in their classes. In the specific case of Physics, several official documents reinforce this need, making History of Science present, for example, in the initial training of teachers, textbooks and materials designed for scientific dissemination. However, due to its own peculiar features as a field of knowledge, History of Science is characterized by a level of complexity which is incompatible with its direct and acritical appropriation by students and teachers. Failure to observe this fact, also present in the process of teacher training, is one of the reasons responsible for the failure of many actions designed to introduce the History of Science in high school. This research is grounded on the premise that working with episodes related to the history of Brazilian science and technology could fill some of the existing gaps in the training of teachers, favor teaching practices, and arise the interest of teachers on the state of the art of science produced and practiced in Brazil. Holding the idea that Modern Historiography of Science is an appropriate strand to support the discussions to be proposed in educational contexts, two materials were elaborated: an episode describing a version for the history of nuclear energy in Brazil, and a set of ten suggested activities to articulate History of Science with other resources of recognized educational value. The elaboration of this material was accompanied by the application of three questionnaires: two of them were answered by pre-service teachers and the other by newly graduated teachers. This last group of participants evaluated the final materials. The analysis of the answers reinforced the potential of Modern Historiography of Science as a support for designing materials approaching History of Science to the teaching of physics, with issues related to national science as a distinctive element

This research provides performance metrics for cooperative research centers that enhance translational research formed by the partnership of government, industry and academia. Centers are part of complex ecosystems that vary greatly in the type of science conducted, organizational structures and expected outcomes. The ability to realize their objectives depends on transparent measurement systems to assist in decision making in research translation. A generalizable, hierarchical decision model that uses both quantitative and qualitative metrics is developed based upon program goals. Mission-oriented metrics are used to compare the effectiveness of the cooperative research centers through case studies. The US National Science Foundation (NSF) industry university cooperative research center (IUCRC) program is the domain of organizational effectiveness because of its longevity, clear organizational structure, repeated use and availability of data. Not unlike a franchise business model, the program has been replicated numerous times gaining recognition as one of the most successful federally funded collaborative research center (CRC) programs. Understanding IUCRCs is important because they are a key US policy lever for enhancing translational research. While the program model is somewhat unique, the research project begins to close the gap for comparing CRCs by introducing a generalizable model and method into the literature stream. Through a literature review, program objectives, goals, and outputs are linked together to construct a four-level hierarchical decision model (HDM). A structured model development process shows how experts validate the content and construct of the model using these linked concepts. A subjective data collection approach is discussed showing how collection, analysis and quantification of expert pair-wise-comparison data is used to establish weights for each of the decision criteria. Several methods are discussed showing how inconsistency and disagreement are measured and analyzed until acceptable levels are reached. Six case studies are used to compare results, evaluate the impact of expert disagreement and conduct criterion-related validity. Comparative analysis demonstrates the ability of the model to efficiently ascertain criteria that are relatively more important towards each center's performance score. Applying this information, specific performance improvement recommendations for each center are presented. Upon review, experts generally agreed with the results. Criterion-related validity discusses how the performance measurement scoring system can be used for comparative analysis among science and engineering focused research centers. Dendrograms highlight where experts disagree and provide a method for further disagreement analysis. Judgment quantification values for different expert clusters are substituted into the model one-at-a-time (OAT) providing a method to analyze how changes in decisions based on these disagreements impact the results of the model's output. This research project contributes to the field by introducing a generalizable model and measurement system that compares performance of NSF supported science and engineering focused research centers.

No description available.

本研究主要在瞭解數位典藏運用於國中生物教學的現況，以國中生物教師與國一學生為研究對象，探討生物教師使用數位典藏網站尋找教學資源的相關經驗，以及應用於生物教學的教學成果，並從這些經驗中分析出目前數位典藏運用於生物教學的現況，提出相關建議以提供生物教師教學上之參考。研究目的包括：瞭解國中自然與生活科技領域生物教師尋找教學資源的方式，使用數位典藏網站蒐集教學資源的經驗以及應用於生物教學的效果與看法，瞭解數位典藏網站應用於國中生物教學時學生的學習效果，綜合生物教學現況，提出改善方法與建議。 本研究採用訪談法與問卷調查法，以數位典藏生物相關網站為主要研究範圍，研究對象以國中生物教師與國一學生為主，針對數位典藏運用於教學的成果，訪談5位國中生物教師，瞭解教師運用網站教學的過程與教學效果，以及選取國一5個班每班30位學生為問卷施測對象。將5位教師的訪談資料綜合分析與歸納，以及學生問卷統計與分析，提出研究結果。 研究結果，本研究分別從「教師訪談」與「學生問卷」兩個面向提出研究結論。於教師訪談面向得出結論為：（一）收集生物教學資源的管道與使用網路蒐集教學資源的動機方面：收集生物教學資源的管道以網路資源、多媒體教學光碟以及報章雜誌為主，使用網路蒐集教學資源的動機在於網路資源豐富與多元、不受時間與空間的限制、使用網路尋找教學資源方便與快速、數位化資料方便教師整理教學資源與製作補充教材。（二）使用數位典藏網站蒐集生物教學資源的優點與困難方面：優點包括網站資料豐富且適合生物教學使用、資料逐年更新與增加以及具權威性且值得參考。其困難點包括適合教學使用的資料不夠豐富、資料不易查找、特殊檔案類型無法下載或下載後無法開啟。（三）數位典藏網站資源運用於生物教學的成果方面：提供學生互動、多媒體的學習方式，使教學活潑有趣；圖片素材豐富，能使學生的注意力集中，配合學習單與作業練習，引導學生做課後延伸學習。（四）數位典藏網站運用於生物教學的現況與困境方面：生物課程時間有限，使用數位典藏網站教學的機率不高；學校上網速度、電腦設備以及教師本身資訊的應用能力，是教師決定是否使用數位典藏網站的原因之一；相關的教學補充資源豐富，容易取得與播放，使用數位典藏網站機率降低。 於學生問卷面向則分別從「數位典藏網站應用於生物教學的看法與學習成果」及「數位典藏網站應用於生物教學的優缺點」兩方面做成結論。（一）數位典藏網站應用於生物教學的看法與學習成果方面：學生對於網站教學方式感到新奇有趣，網站上的圖片與影片能幫助課程內容的理解，網站上的資訊比課本豐富，與老師互動的機會變多，以及課後延伸學習資料豐富。（二）數位典藏網站應用於生物教學的優缺點方面：在優點方面，學生認為上課活潑有趣、圖片生動容易懂以及比課本資料更豐富多元；在缺點方面，包括內容太多、複雜難懂、用網路學習覺得麻煩以及無電腦與網路就無法上課。 根據研究結果，本研究提出之建議包括：（一）建置國中教學專區於數位典藏網站；（二）建議針對數位典藏內容再予加值運用；（三）開放下載使用數位典藏網站資源；（四）建構完善的學校網路環境；（五）增加網路授課時間；（六）提升教師資訊應用能力。 / The study is mainly to understand the situation of digital archives applied to biology teaching at junior high schools; targeting biology teachers at junior high schools and the first year junior high school students to explore related experiences of biology teachers using digital archives website to seek for teaching resources and the teaching outcomes applied to biology teaching, to analyze the situation of digital archives applied to biology teaching from these experiences for the time being, and to propose suggestions to biology teachers in terms of a reference to teaching. The research purposes include : understand the way the biology teachers at junior high schools search for teaching resources in nature and life science fields, their experiences in collecting teaching resources over digital archives website and the effects and viewpoints of applying digital archives to biology teaching, so as to understand the learning effect of digital archives websites on students while applying to biology teaching at junior high schools. The study introduces interview and questionnaire survey and follows a scope of digital archives related websites; targeting biology teachers at junior high schools and the first year junior high school students, with 5 biology teachers at junior high schools interviewed upon the outcomes of digital archives applied to teaching in order to understand the process of website teaching used by teachers and the teaching effect, and with 30 students of the 5 classes of first year student selected as questionnaire respondents, in which the research outcome will be proposed after comprehensive analysis and summary of interview data with 5 teachers, as well as a statistic analysis of student questionnaires. The study is concluded in terms of two perspectives – “teacher interview” and “student questionnaire”, respectively, in which the conclusions made from the perspective of teacher interview are : (1) channels to collect resources for biology teaching and the motives to use the internet to collect teaching resources : channels to collect resources for biology teaching are web, multimedia tutorial CD and newspapers/magazines-based, the motives for using internet to collect teaching resources - abundant and diverse resources online, no time and space limit, convenient and rapid search of teaching resources online, e-data helps teachers consolidate and make supplementary course materials. (2) Advantages and difficulties in using digital archives websites to collect resources for biology teaching : the advantages include rich website data that fit for biology teaching, update and addition of information from year to year make the data authoritative and is worth referencing. The difficulties include insufficient data for teaching, inaccessibility to data, unavailability of special file type download and opening after download. (3) Outcomes of website resources of digital archives applied to biology teaching : provide students an interactive and multimedia learning manner and enable a vivid and interesting teaching; rich picture materials to get students’ attention along with learning sheet and assignment practice to guide students to conduct learning after school. (4) Situation and dilemma of digital archive website applied to biology teaching : a limited biology curriculum has enabled low probability of teaching over digital archive website; the internet speed, PC equipment at schools and teachers’ capability in applying the information, are one of the reasons for teachers to decide whether to use the digital archives website; rich supplementary resources for related teaching, accessibility and playing have reduced a chance of using the digital archives website. The conclusions of student questionnaire were made from the “viewpoints and learning effect of digital archives websites applied to biology teaching” and “advantages/disadvantages of digital archives websites applied to biology teaching” respectively. (1) “viewpoints and learning effect of digital archives websites applied to biology teaching”: a manner of teaching online is new and interesting to students, the images and videos on the web help understand the course contents, the information online is more abundant than that of books, there will be more chance to interact with teachers and rich data for extended learning after school. (2)“advantages/disadvantages of digital archives websites applied to biology teaching”: the class is interesting and cheery to students in terms of advantage aspect, the vivid pictures are easy to understand and are more diverse and abundant than the textbooks; while too much contents, complicated and hard to comprehend, it is bothering to learn over internet and you can’t have class without a PC and internet connection are the disadvantages. The suggestions proposed by the study upon the research outcome include :(1) establish special zone for junior high school teaching on the digital archives websites; (2)add value to the contents of digital archives and make use of it accordingly; (3) availability of download of digital archives website resources ;(4)construct a complete e-environment at schools; (5)extend hours of e-class; (6) foster teachers’ capability in applying the information.

Not available

This study explored the importance attached to and the degree of satisfaction with 53 job aspects in the work environment of cooperative research center directors. A survey instrument was mailed to the 105 individuals identified as directors of research units that are (a) committed to multidisciplinary or engineering research, (b) organized as integral units of a university, and (c) supported and funded by industry and other sources. Responses were categorized into two groups: directors involved in NSF (National Science Foundation) Industry/University Cooperative Research Centers (I/UCRC), and directors involved in other types of cooperative research endeavors. A 69% response rate was obtained. One purpose of this study was to measure: (a) factors that influence job satisfaction; (b) factors likely to influence center performance; and (c) success factors in industry/university cooperative research. This study was also designed to: (a) compare job attitudes between the two groups of directors; (c) determine the relationship between measures of importance and satisfaction for each group; and (d) develop predictive models of centers' performance using collected data; Directors assign a high degree of importance and a low degree of satisfaction to the majority of the job aspects; and they tend to be somewhat dissatisfied with those factors they consider most important in their work environment. Directors in the NSF I/UCRC group rated factors related to professional activities and industry/university interactions as significantly more important. In developing models to predict the total operating budget and the number of industrial members at a center, combinations of importance and satisfaction ratings were found to be significant factors.

No description available.

[ES] Este estudio se propuso analizar los discursos usados por los principales actores implicados en el sistema nacional de ciencia y tecnología -mediante entrevistas a investigadores, gestores académicos universitarios, funcionarios y empresarios- para contribuir a la descripción del estado actual de la ciencia en Paraguay y su lugar en la sociedad del conocimiento globalizada. El hecho de indagar sobre el sistema nacional de innovación a partir de la consulta directa a los skateholders permitió profundizar por sobre la información que aportan los policy makers. Y es aquí donde radica el carácter innovador de este material, en el contexto de investigaciones que abordan la política de innovación y que se centran en el análisis de documentos o declaraciones de los policy makers, mientras que aquí se ha trabajado con una multivocalidad que puso en relieve discursos opuestos, otros que se complementan y aquellos dominantes. Así pues, desde una perspectiva basada en el constructivismo social -de acuerdo con la cual el lenguaje construye la realidad social-, se analizó la forma en que el discurso de determinados grupos incide sobre cómo se constituye el sistema nacional de ciencia y tecnología paraguayo. Esto permitirá dar cuenta de cuáles son las posturas, convergentes y divergentes, que subyacen a la construcción social del sistema nacional de ciencia y tecnología paraguayo y en qué medida dichas posturas inciden en los procesos actuales de transformación de este impulsados por el Estado. El análisis discursivo efectuado puso en relieve problemáticas y percepciones que evidencian que el sistema conformado por el sector público y el sector privado no funciona adecuadamente. A la par de ello, los discursos de los distintos tipos de stakeholders involucrados en el sistema nacional de ciencia y tecnología paraguayo, obedecen a sus intereses de parte, sin tener en cuenta -en ciertos casos- las reales necesidades de la sociedad en post de su beneficio, y anteponiendo el beneficio sectorial o particular. / [CA] Aquest estudi es va proposar analitzar els discursos emprats pels principals actors implicats en el sistema nacional de ciència i tecnologia -mitjançant entrevistes a investigadors, gestors acadèmics universitaris, funcionaris i empresaris- per a contribuir a la descripció de l'estat actual de la ciència a Paraguai i el seu lloc en la societat del coneixement globalitzada. El fet d'indagar sobre el sistema nacional d'innovació a partir de la consulta directa als *skateholders va permetre aprofundir per sobre la informació que aporten els *policy *makers. I és ací on radica el caràcter innovador d'aquest estudi, en el context d'investigacions que aborden la política d'innovació i que se centren en l'anàlisi de documents o declaracions dels *policy *makers, mentre que ací s'ha treballat amb una *multivocalidad que va posar en relleu discursos oposats, uns altres que es complementen i aquells dominants. Així doncs, des d'una perspectiva basada en el constructivisme social -d'acord amb la qual el llenguatge construeix la realitat social-, es va analitzar la forma en què el discurs de determinats grups incideix sobre com es constitueix el sistema nacional de ciència i tecnologia paraguaià. Això permetrà donar compte de quins són les postures, convergents i divergents, que subjauen a la construcció social del sistema nacional de ciència i tecnologia paraguaià i en quina mesura aquestes postures incideixen en els processos actuals de transformació d'aquest impulsats per l'Estat. L'anàlisi discursiva efectuada va posar en relleu problemàtiques i percepcions que evidencien que el sistema conformat pel sector públic i el sector privat no funciona adequadament. A l'una d'això, els discursos dels diferents tipus de *stakeholders involucrats en el sistema nacional de ciència i tecnologia paraguaià, obeeixen als seus interessos de part, sense tindre en compte -en uns certs casos- les reals necessitats de la societat en post del seu benefici, i anteposant el benefici sectorial o particular. / [EN] This study aimed to analyze the discourses used by the main actors involved in the national science and technology system - through interviews with researchers, university academic managers, officials, and businesspeople - to contribute to the description of the current state of science in Paraguay and its place in the globalized knowledge society. The fact of inquiring about the national innovation system based on direct consultation with the stakeholders made it possible to delve deeper into the information provided by the policy makers. And this is where the innovative character of this study lies, in the context of research that deals with innovation policy and that focuses on the analysis of documents or declarations by policy makers, while here we have worked with a multivocality that put in relief opposing discourses, others that complement each other and those that are dominant. Thus, from a perspective based on social constructivism -according to which language constructs social reality-, the way in which the discourse of certain groups affects how the Paraguayan national science and technology system is constituted was analyzed. This will allow us to account for the positions, convergent and divergent, that underlie the social construction of the Paraguayan national science and technology system and to what extent these positions affect the current processes of transformation of this promoted by the State. The discursive analysis conducted highlighted problems and perceptions that show that the system made up of the public sector and the private sector does not work properly. At the same time, the speeches of the diverse types of stakeholders involved in the Paraguayan national science and technology system, obey their interests, without considering -in certain cases- the real needs of society in post of its benefit, and prioritizing the sectoral or particular benefit. / Dávalos Dávalos, LA. (2022). Análisis crítico del discurso de los stakeholders del Sistema Nacional de Ciencia y Tecnología de Paraguay [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/183317 / TESIS