Orientadores: Guilhermo Raul Ruben, Maria Conceição da Costa / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-20T06:15:24Z (GMT). No. of bitstreams: 1 Lima_TaniaCristina_D.pdf: 2891613 bytes, checksum: 6db397f05679b1345c0809b0cacad80f (MD5) Previous issue date: 2012 / Resumo: Esta tese tem como objetivo analisar a produção do conhecimento científico numa dada instituição pública de pesquisas e desenvolvimento, desde sua criação até 2008. O conhecimento é visto aqui como um processo de geração de saberes, um agente de transformação da vida que ao ser produzido, estabelece vários tipos de articulações com questões da política nacional de ciência e tecnologia. Com o intuito de identificar a relação complementar entre ciência e sociedade, o texto descreve o contexto de trabalho e as influências recebidas do meio externo, que ajudaram a definir prioridades no trabalho de pesquisa, nas áreas de software e microeletrônica. Discute a amplitude de sua missão mostrando os pontos de vista dos entrevistados e a importância do estabelecimento da lei da Inovação. Apresenta os projetos relevantes ou seja, aqueles que foram de utilidade sócio econômica para o país. Estuda os padrões de relacionamento nas redes hierárquicas formadas nas divisões, para mostrar que é possível eleger alguns deles e implementá-los de forma a valorizar os laços fracos sua metodologia opta pela realização de uma pesquisa etnográfica que recupera sua história ao relatar os momentos da inauguração e mostra os caminhos encontrados para permanecer atuando. Minha contribuição é a de sugerir a efetiva criação de redes de relacionamento (interna e externa) para fluir o conhecimento produzido por seus cientistas / Abstract: The purpose of this thesis is to analyze the production of scientific knowledge in a given public institution of research and development (R&D) from its' foundation through 2008. This knowledge is focused as the creation of life changing know how agents that, once produced, establish several types of interactions among questions involving the science and technology national policies. Intending to identify the complementary relationship between science and society the study describes the working context (environment) and its' exposure to external influences that somehow determined research work priorities, concerning software and microelectronics. It discusses the extent of its intentions by revealing points of view from persons interviewed and the importance of the Innovation Law. Presents relevant projects regarding their effectiveness to the nation's socioeconomic reality. Studies the relationship patterns within the several divisions' hierarchic networks, showing the possibility of improving "weak ties" by implementing some of these patterns specifically chosen. The methodological approach chosen is to carry out an ethnographic research meaning to restore the institution's history, from the report of its' inauguration and evolution through strategic steps found in order to remain active and keep operating. The thesis enhances the importance of creating social networks (internal and external) to apply the knowledge produced by its scientists / Doutorado / Ciencias Sociais / Doutor em Ciências Sociais

Die Dissertation wendet sich insbesondere der Rolle der Ökonomik auf der Metaebene der wissenschaftsphilosophischen Argumentation zu. Ziel ist zu klären, welchen Erklärungsgehalt ökonomische Instrumente in der Wissenschaftsphilosophie haben können. Mit der Economics of Scientific Knowledge (ESK) hat sich seit Mitte der 1990er Jahre ein Literaturzweig herausgebildet, in dem genau diese Zielsetzung verfolgt wird, nämlich das Erkenntnisobjekt der wissenschaftlichen Koordination mit unterschiedlichen Methoden und Instrumenten der Ökonomik zu untersuchen. Es wird gezeigt, dass den analytischen Modellen der ESK einige Probleme inhärent sind, die prinzipiell durch neue Methoden und Instrumente gelöst werden können. Als ein geeigneter Kandidat wird die Agentenbasierte Modellierung (ABM) identifiziert, die eine realitätsnähere Abbildung der Akteure, eine ergebnisoffene Modellierung ihrer Entscheidungen und des Koordinationsprozesses erlaubt. Der Analyse von der ESK zuzuordnenden analytischen und agentenbasierten Modellen folgt im zweiten Teil der Dissertation die Programmierung einer eigenen ABM Continuous Opinions of Satisficing Agents and Discrete Actions (COSDA) mit Hilfe der Multi-Agenten-Programmiersprache NetLogo. In der heuristischen ABM COSDA werden zentrale wissenschaftsphilosophische und ökonomische Prämissen, die im ersten Teil der Arbeit als Problemfelder identifiziert wurden, aufgegeben. Mit Modellierung heterogener Agententypen, die - mit unterschiedlichen Präferenzen und Verhaltensheuristiken ausgestattet - miteinander interagieren, wird eine mögliche Mikrospezifikation für die Emergenz eines Makrophänomens erzeugt. Das Makrophänomen, d.h. die unterschiedlichen Resultate im wissenschaftlichen Koordinationsprozess, sind aus den selbstverstärkenden Effekten der Interaktion erklärbar, aber nicht vorhersehbar. Die Mikrospezifikation kann als relevante, durch eine kohärente Fiktion formulierte Möglichkeit interpretiert werden, die anders als analytische Modelle der ESK kein rationales Entscheidungskalkül der Agenten voraussetzt.

No description available.

Die Dissertation wendet sich insbesondere der Rolle der Ökonomik auf der Metaebene der wissenschaftsphilosophischen Argumentation zu. Ziel ist zu klären, welchen Erklärungsgehalt ökonomische Instrumente in der Wissenschaftsphilosophie haben können. Mit der Economics of Scientific Knowledge (ESK) hat sich seit Mitte der 1990er Jahre ein Literaturzweig herausgebildet, in dem genau diese Zielsetzung verfolgt wird, nämlich das Erkenntnisobjekt der wissenschaftlichen Koordination mit unterschiedlichen Methoden und Instrumenten der Ökonomik zu untersuchen. Es wird gezeigt, dass den analytischen Modellen der ESK einige Probleme inhärent sind, die prinzipiell durch neue Methoden und Instrumente gelöst werden können. Als ein geeigneter Kandidat wird die Agentenbasierte Modellierung (ABM) identifiziert, die eine realitätsnähere Abbildung der Akteure, eine ergebnisoffene Modellierung ihrer Entscheidungen und des Koordinationsprozesses erlaubt. Der Analyse von der ESK zuzuordnenden analytischen und agentenbasierten Modellen folgt im zweiten Teil der Dissertation die Programmierung einer eigenen ABM Continuous Opinions of Satisficing Agents and Discrete Actions (COSDA) mit Hilfe der Multi-Agenten-Programmiersprache NetLogo. In der heuristischen ABM COSDA werden zentrale wissenschaftsphilosophische und ökonomische Prämissen, die im ersten Teil der Arbeit als Problemfelder identifiziert wurden, aufgegeben. Mit Modellierung heterogener Agententypen, die - mit unterschiedlichen Präferenzen und Verhaltensheuristiken ausgestattet - miteinander interagieren, wird eine mögliche Mikrospezifikation für die Emergenz eines Makrophänomens erzeugt. Das Makrophänomen, d.h. die unterschiedlichen Resultate im wissenschaftlichen Koordinationsprozess, sind aus den selbstverstärkenden Effekten der Interaktion erklärbar, aber nicht vorhersehbar. Die Mikrospezifikation kann als relevante, durch eine kohärente Fiktion formulierte Möglichkeit interpretiert werden, die anders als analytische Modelle der ESK kein rationales Entscheidungskalkül der Agenten voraussetzt.

No description available.

The starting-point of the thesis was that teachers to a large extent teach on the basis of intuitive theories. This creates a tendency that a number of frequent conceptions, pedagogical and didactic theories, experiences of one's own school days etc. become parts of a more fragmentary structure of ideas, rather than a coherent theory of teaching. With the aim of creating a deeper understanding of questions related to teaching and learning, two dominating perspectives were described initial. By putting the intuitive ideas in relation to basic paradigmatic assumptions a picture was given of what the teacher has to know in order to thoroughly understand a certain perspective. In addition, examples of pedagogical theories were presented that can be referred to the perspective in question, which teachers can adopt to qualify their understanding. A critical discussion of the paradigmatic assumptions paved the way for a third perspective, where thoughts occurring in the other two were partly combined. Here a theoretical basis was also presented to explain why the use of mental tools of thinking, especially such that are linked to knowledge theory may lead the teacher to a more reflective way of dealing with questions of teaching and learning. The third perspective was illustrated, first with four examples of how teaching can be performed, and then also in the form of in-service training for teachers. In the empirical section and in the final conclusion the perspectives were illustrated, discussed and examined critically. On the basis of questionnaires answered by upper secondary school teachers, interviews and observations, assumed examples of intuitive theories were presented. The empirical material was also analysed from the same starting-points as the formulation of the perspectives. Ten teachers' systems of intuitive theories about teaching and learning could thus be constructed. Five of these were presented and a comparison with the perspectives was made. Some analyses, however, turned out to agree best with a further perspective, which had not been focused on in the thesis. It was also found that teachers' practice can be enriched by being confronted with scientific knowledge. The value of such knowledge was illustrated through the evaluation of an inservice programme for teachers.

La thèse s’intéresse au transfert de connaissances scientifiques en valorisation des produits à base de bois en fin de vie vers les acteurs de la filière bois. La question de recherche est : Comment transférer les connaissances scientifiques (recueil et représentation des connaissances) sur la valorisation des produits à base de bois en fin de vie pour qu'elles puissent être assimilées et utilisées par les acteurs de la filière bois ? Le recueil des connaissances a combiné des séances d'interview de spécialistes avec l’acquisition des connaissances à partir d’articles scientifiques. Les connaissances recueillies ont été reformulées afin de faciliter leur transfert vers les acteurs de la filière bois : les concepts pertinents, relations d'influence entre les concepts et résultats scientifiques ont été respectivement représentés via des cartes conceptuelles, graphes d'influence, et fiches de connaissances. Un modèle canonique de cartes conceptuelles a été proposé afin de permettre une représentation homogène des concepts. La transmission, l’assimilation et l'utilisation potentielle des connaissances à transférer ont été traitées comme suit : La transmission a été proposée via un livre électronique (hypermédia) de connaissances, L’assimilation a été prise en compte via la reformulation des connaissances et une représentation graphique des connaissances suivant une carte conceptuelle canonique et un format prédéfini de fiches. L’utilisation potentielle des connaissances transférées a été renforcée par la représentation des leviers d'action sur les concepts du domaine sous forme de graphes d'influence. Les performances de transfert à partir du livre ont été évaluées en fonction du degré de compréhension du contenu du livre, la charge cognitive de l’utilisateur au cours de l’utilisation du livre de connaissances et sa désorientation. L’expérience a montré que la forme canonique développée est intuitive ; et, tout comme la navigation dans le livre, n'occasionne pas de désorientation ou surcharge cognitive de l'utilisateur. Les résultats obtenus montrent, au sein de la filière bois, tout l’intérêt de la représentation proposée pour le transfert de connaissances scientifiques vers des professionnels. / This thesis focuses on the transfer of scientific knowledge on recovered wood to practitioners of the wood sector. The research question is: how to transfer the scientific knowledge (collect and representation of knowledge and the transmission medium) on the recovered wood so that they may assimilate and used by non-scientific personnel of the wood sector ? Knowledge was first collected through interviews with specialists in the re-use of recovered wood and combined with acquisition of knowledge from scientific publications. The collected knowledge was then reformulated to facilitate its transfer to practitioners in the wood sector. The relevant concepts, the influences between concepts and relevant scientific results werere spectively represented via concept maps, influence graphs, and knowledge sheets. A canonical model of concept maps is proposed to enable a homogeneous representation of concepts. Transmission, assimilation and potential utilization of knowledge transfer were treated as follows : The transmission is proposed via an electronic (hypermedia) knowledge-book, the assimilation (absorption) has been taken into account through the reformulation of knowledge and a graphical representation of knowledge following a canonical concept map and sheets with a predefined format and The potential use of the transferred knowledge is facilitated by the representation of the action levers on the domain concepts in the form of influence graphs. The efficiency of knowledge transfer via the knowledge book has been evaluated according to the degree of understanding of the book content, the cognitive load of the user during use of the knowledge-book and the disorientation it caused. The experience has shown that the developed canonical form is intuitive and, like navigation in the book, does not cause disorientation or cognitive over load to the user. This promotes the assimilation and the use of the knowledge-book content. The obtained results indicate that the representation of relevant knowledge in a knowledge-book should facilitate for the transfer of scientific knowledge to professionals in the wood sector.

Este trabalho trata da questão de aprendizagem presente frequentemente entre estudantes do ensino médio e de um curso de Licenciatura em física: a dificuldade em empregar corretamente concepções científicas em questões que se referem a fenômenos termodinâmicos, mesmo tendo já passado pelo ensino desse conteúdo na escola. A pesquisa considera a importância de estabelecer conexões entre áreas de conhecimento complementares e essenciais para promover um ensino consistente; o resgate das raízes filosóficas da termodinâmica, fazendo emergir as estruturas que permitem a elaboração de seu arcabouço teórico em diferentes períodos históricos constitui uma base da pesquisa. Esse resgate nas aulas de física proporcionaria as condições para a emergência das potencialidades criativas dos sujeitos envolvidos no processo de ensino/aprendizagem e poderiam talvez possibilitar aos estudantes fazer uso dos conceitos científicos quando necessário. A análise das pesquisas de Kuhn sobre a conservação da energia e do conceito de obstáculo epistemológico de Bachelard reforçou nossa crença na importância de revolver o passado da ciência na busca das estruturas que sustentam a produção científica de uma época. Essas estruturas orientam a análise do corpus da pesquisa constituído pelas respostas escritas dos estudantes, para questões de termodinâmica e pelas ideias encontradas nos originais de Carnot e Clausius; o levantamento dos estruturantes, bem como as contribuições de outras pesquisas didáticas, resultam em subsídios relevantes para o planejamento de boas situações de ensino. Assim espera-se poder reverter as percepções prévias inadequadas dos estudantes em outras percepções mais amplas apoiadas nos princípios organizadores do conhecimento. / This work is concerned with a Physics learning problem that frequently appears both among secondary school students and also with scienc teaching students: the difficulty for adequately using Physics conceptions regarding to thermodynamics phenomena even after this content has been seen in their scholl activities. The research considers the importance of establishing connections between complementary knowledge areas that are essential for consistent teaching; a recall of the thermodynamical philosophical roots may favor the emergence of structures that have led to its theoretical framework in different historical periods and this has been taken as the basis for this research. This recall in Physics classes favors conditions for the emergence of a creative potential involved in the teaching/learning process and could perhaps enable students do use scientific concepts when necessary. The analysis of Kuhn\'s research on energy conservation and on Bachelard epistemological obstacle concept strengthened our belief on the importance of looking into the past of science in search of structures that sustain the scientific production of na epoch. These structures pointed towards an analysis of the research corpus a constituted by students answers and to thermodynamics questions found in Carnot\'s and Clausius\'s originals; the identification of such structures as well as work by other didactic research authors as relevant contributions for planning favorable teaching situations. Therefore it is expected that students inadequate previous conceptions may be reverted into broader perceptions based on knowledge organizing principles.

Ce travail vise à mettre en valeur l’importance de la justice pour la réalisation de l’homme chez Thomas d’Aquin. La première partie traite de la connaissance scientifique et de l’action humaine, l’idée d’ordre dirigeant, selon Thomas, aussi bien le plan théorique que le plan pratique. La deuxième partie traite plus spécifiquement de la vertu de justice, ce qui demande l’analyse des autres vertus morales, mais aussi intellectuelles, qui opèrent avec elle en vue du bien de l’homme. La troisième partie traite des relations entre la justice, le droit et la loi, le droit pouvant être conçu d’après deux perspectives qui se rejoignent, soit comme objet de la justice, soit comme résultat de la juste application de la loi. / This work aims at emphasizing the importance of justice in the realization of man in Thomas Aquinas. The first part deals with scientific knowledge and human action, the idea of order ruling, for him, the theoretical level as well as the practical level. The second part deals more specifically with the virtue of justice, requiring the analysis of the other not only moral but also intellectual virtues, which operate together with it for the good of man. The third part handles with the relations between justice, right and law; the right understood from two related perspectives, either as the object of justice, or as the result of the fair application of the law.

Made available in DSpace on 2016-07-27T13:52:30Z (GMT). No. of bitstreams: 1 Luiz Angelo Marengao.pdf: 889178 bytes, checksum: 2da85daac847aef52935db63f69619a4 (MD5) Previous issue date: 2011-09-13 / This study describes a methodological experience in Physics teaching with the objective of trying, through a didactical-formative experiment, a differentiated methodology focused on the formation of theoretical-scientific thought and that aims to evaluate the didactical actions of a teacher, derived from a teaching plan, in relation to the formation of mental actions of his/her students. The interest towards the research theme arose from the observation of an existing lack of motivation from students to study Physics and the challenges faced by the tutor while teaching that subject. The historical-cultural theory by Vygotsky was adopted as a theoretical-methodological reference and, within it, the developmental teaching theory by Davídov, due to its great potential to contribute to the improvement of Physics teaching. These theories aid the teacher in planning and developing his/her work as they propose the organization of teaching focused on the formation of concepts, the connection between content analysis and student's motives, and also the organization of interaction situations and mutual collaboration to nurture the development of mental actions. A qualitative research was made while applying the didactical-formative experiment, which is a procedure that allows monitoring the process of mental action formation throughout the execution of a teaching plan. The experiment consisted of planning, by researcher and teacher together, content and learning strategies for a teaching trimester to the sophomore year of the Mechanical Physics class. That class is part of the Integrated Construction course of the Instituto Federal de Educação Tecnológica do Estado de Goiás, former CEFET-GO. Data obtained from observations suggest an improvement on the interest and learning levels from students, showing the relevance of a differentiated Physics teaching methodology, which emphasizes the formation of and acting with concepts. They also point to the relevance of theoretical and methodological formation of the teacher, and the necessity that he/she considers, in teaching practice, the impact of his/her own epistemological conception towards the teaching and learning process. / Este estudo descreve uma experiência metodológica para o ensino de Física cujo objetivo foi o de por em prática, em um experimento didático-formativo, uma metodologia diferenciada voltada para a formação do pensamento teórico-científico, buscando avaliar as ações didáticas de uma professora, a partir de um plano de ensino, em relação à formação de ações mentais dos alunos. O interesse pelo tema surgiu a partir da constatação da falta de motivação dos alunos para o estudo da Física e das dificuldades encontradas pelo professor no ensino dessa disciplina. Como referência teórico-metodológica, foi adotada a teoria histórico-cultural de Vygotsky e, dentro dela, da teoria do ensino desenvolvimental de Davídov, em razão do seu grande potencial em contribuir para a melhoria do ensino de Física. Essas teorias auxiliam o professor no planejamento e desenvolvimento do seu trabalho na medida em que propõem a organização do ensino voltado para a formação de conceitos, a ligação entre a análise de conteúdo e os motivos dos alunos, assim como a organização de situações de interação e colaboração mútua em função do desenvolvimento de ações mentais. Foi realizada pesquisa qualitativa por meio do experimento didático-formativo, procedimento que permite o acompanhamento do processo de formação de ações mentais ao logo da execução de um plano de ensino. O experimento consistiu do planejamento conjunto entre o pesquisador e a professora da classe, de conteúdos e estratégias de aprendizagem, para um trimestre letivo, das aulas da disciplina Física−Mecânica do 1º ano do Curso Integrado de Edificações, do Instituto Federal de Educação Tecnológica do Estado de Goiás, antigo (CEFET-GO). Os dados obtidos das observações sugerem melhoria no interesse e na aprendizagem dos alunos, mostrando a relevância de uma metodologia de ensino de Física diferenciada, que valorize a formação de e a atuação com conceitos. Mas apontam, também, para a relevância da formação teórica e metodológica do professor e para a necessidade de ele considerar na sua prática de ensino o impacto de sua própria concepção epistemológica em relação ao processo de ensino e aprendizagem.