Tendo como ponto de partida o que poderia ser chamado de "epistemologias históricas da ciência", delineia-se uma concepção de ciência que se insere, mais amplamente, numa teoria dialética do conhecimento, em contraposição a uma visão metafísica. Busca-se em seguida explicitar a relação entre tais epistemologias e a prática pedagógica, emergindo disso nossa opção por uma educação dialógica e libertadora, da qual se depreende, entre outras coisas, a relevância da história da ciência sob diversos aspectos. Fundamentado nessa perspectiva, aborda-se o conceito de tempo, de extrema importância no âmbito da física, resultando na construção de um texto, destinado preferencialmente a professores de ciências, a partir da re-leitura de uma pesquisa histórica sobre esse tema. / Starting from what may be called "historical epistemologies of science", we elaborate a conception of science which may be classified in a general way as a dialectical theory of knowledge, as opposed to a metaphysical point of view. We then explore the relation between such epistemologies and pedagogic practice, from which emerges our option for a dialogical and liberative education, which in turn emphasizes, beside other things, the relevance of history of science under various aspects. Bared on such perspective, we study the concept of time, which is extremely important in physics, and as a result, after re-reading a historical research on this theme, construct a text aimed primarily at science teachers.

Nas últimas décadas cresceu o número de pesquisas que defendem os benefícios do uso da História da Ciência na educação científica, entretanto, surgiram também estudos apontando diversas dificuldades para tal fim, inclusive quanto à carência de propostas efetivas para a sala de aula. A partir deste impasse, desenvolvemos uma pesquisa que elabora e analisa o processo de construção de uma abordagem didática da história da radioatividade para o Ensino Médio para ser utilizada por professores de química e de física. Selecionamos aspectos da pesquisa sobre radioatividade, desde seu inicio -- entre as décadas de 1890 e de 1900 -- às suas aplicações, durante o século XX, como tema para a construção de uma proposta didático-metodológica para ensino de física e de química. Além de conceitos científicos, tais episódios permitem discussões metacientíficas, por exemplo, diferenciando a descoberta de um fenômeno natural da construção de explicações sobre ele e a compreensão da ciência enquanto fazer coletivo. Utilizamos como apoio metodológico uma proposta que se propõe a lidar com obstáculos apontados pela literatura, fundamentando a seleção e adaptação de conteúdos históricos na proposição de atividades didáticas, a partir de cada contexto educacional e dos objetivos epistemológicos estabelecidos pelo autor/pesquisador. Oferecemos como resultados desta pesquisa o planejamentos para as aulas, os textos para os alunos (material didático) e para o professor e a análise sobre a construção da proposta, que pode auxiliar outras pesquisas na área. / In recent decades has grown the number of research defending the benefits of using the History of Science in science education, however, there were also studies pointing out the difficulties for that purpose, including proposals for the classroom. From this impasse, we developed a survey that establishes and analyzes the process of building a didactic approach of radioactivity history for the high school for be used by teachers of chemical and physical. We selected aspects of research on radioactivity, since its beginning -- between the 1890s and 1900s -- to their applications, during the twentieth century, as the theme for the construction of a didactic-methodological proposal for physics and chemistry teaching. In addition to scientific concepts such episodes allow metascientific discussions, for example, differentiating the discovery of a natural phenomenon of building explanations about it and understanding of science while making collective. The methodology used, which proposes to deal with obstacles mentioned by the literature, supporting the selection and adaptation of historical contents in proposing educational activities, from every educational context and epistemological objectives set by the author / researcher. We offer as a result of this research the plans for classes, the texts for students (teaching materials) and for the teacher and the analysis on the construction of proposal, that can assist other research in the area.

Orientador: Adriana Vitorino Rossi / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Quimica / Made available in DSpace on 2018-08-12T12:44:57Z (GMT). No. of bitstreams: 1 Verzoto_JoseCarlos_M.pdf: 2173357 bytes, checksum: 93e5222b6474774989fc07e35aeec890 (MD5) Previous issue date: 2008 / Resumo: Neste trabalho, o tema equilíbrio químico foi objeto de estudo sob perspectiva didática, considerando-se sua relevância em termos conceituais bem como aspectos relacionados ao processo de ensino/aprendizagem, como dificuldades apresentadas na linguagem e interpretação desse conceito apontadas na literatura e por professores do ensino médio. Neste contexto, buscou-se investigar aspectos de desenvolvimento histórico desse conceito, resgatando informações relevantes para subsidiar interpretações críticas de material didático comercial e aprimorar situações propícias ao processo de ensino/aprendizagem em sala de aula. Paralelamente, foram elaboradas e testadas duas propostas didáticas. A primeira proposta A envolveu a elaboração de material de apoio para o ensino de equilíbrio químico incluindo aulas contextualizadas, demonstrações experimentais e abordagem histórica e esta foi aplicada a três turmas de estudantes (81 participantes) da 3ª série em 2007. A outra proposta B limitou-se a aspectos teóricos tradicionais e foi aplicada a nove turmas (236 estudantes) da 2ª e 3ª série em 2006 e 1 turma com 33 estudantes da 3ª série, em 2007, todas do ensino médio. Utilizando-se questionários e entrevistas, foram investigadas impressões prévias e pós-aulas desses estudantes sobre questões envolvendo o conceito de equilíbrio químico. Os resultados desta investigação indicaram vantagens no processo de ensino/aprendizagem na aplicação da proposta A, que incluiu situações que oportunizaram o professor discutir alguns aspectos concretos incluindo demonstração experimental e mostrando aspectos positivos na discussão da construção do conhecimento científico sob uma perspectiva histórica e o crescimento dinâmico da Ciência. Apesar dessa proposta demandar alguns esforços adicionais para o professor, principalmente referindo-se as demonstrações experimentais e discussão de aspectos históricos, os resultados alcançados são compensadores. / Abstract: In this work, the subject chemical equilibrium was the object of study under didactic perspective, considering its relevance in conceptual terms as well as aspects related to the teaching/learning process, as difficulties presented in the language and interpretation of this concept pointed in the literature and by high school teachers. In this context, aspects of historical development of this concept were investigated in order to recovery important information to subsidize a critical evaluation of commercial textbooks and to improve propitious situations the teaching/learning process in the classroom. At the same time, two didactic proposals were elaborated and tested. The first proposal A involved the elaboration of the support material for teaching chemical equilibrium including contextualized lessons, experimental demonstrations and historical approaching and it was applied to three groups of students (81 participants) of 3rd grade in 2007. The other proposal B was limited to the traditional theoretical aspects and was applied to nine groups (236 students) of 2rd and 3rd grades in 2006 and one group with 33 students of 3rd grade, in 2007, all of high school. Written questionnaires and interviews were to investigate previous and after-lessons conceptions of these students on questions involving the concept of chemical equilibrium. The results of this study indicated advantages in the process of teaching/learning in the application of the proposal A, that included situations that became opportune to the professor to the discuss some concrete aspects including experimental demonstration and I also showed the positive effect of talk about how the scientific knowledge is built under a historical perspective and the dynamic growing of the Science. Despite of this proposal demanding some additional efforts from the professor, mainly concerning to the experimental demonstrations and quarrel of historical aspects, the reached results are compensating. / Mestrado / Quimica Analitica / Mestre em Química

<p> Decades after the term &ldquo;McCarthyism&rdquo; was first coined, it continues to be used to describe those who prey on the fears of Americans to discriminate against others. In the post-world War years, and well into the sixties, it was Communism. Today, it is &ldquo;terrorism,&rdquo; and an irrational fear of Muslims. The word is used to describe those who perpetuate unsubstantiated claims and who practice the intimidation tactics employed against those suspected of being members of a targeted group. This resurgence of the term has piqued the interest of scholars, who like me, are studying Cold War or &ldquo;old wave&rdquo; McCarthyism and comparing it to the &ldquo;new wave&rdquo; of McCarthyism that has emerged since 9-11. Similar to what transpired during &ldquo;old wave&rdquo; McCarthyism most research is focused on predominantly White institutions (PWI&rsquo;s). The historical development of Black colleges and universities reveals how the lack of resources and finances made these schools much more susceptible to pressures of external forces such as racism and McCarthyism. This then raises the question: &ldquo;What was the impact of McCarthyism at our nation&rsquo;s Black institutions of higher education?&rdquo; Except for two well-documented incidents that occurred at Fisk University during the McCarthy Era (see Gilpin and Gasman, 2003; Gasman, 1999; Gilpin, 1997; and Schrecker, 2002, 1994) and my case study (2008) on McCarthyism at Cheyney and Lincoln Universities in Pennsylvania, for the most part, this question has gone unanswered. </p><p> With the use of primary and secondary sources this study will begin to address this void in educational historiography by examining the impact of &ldquo;old wave&rdquo; McCarthyism at four existing private historically Black institutions in Georgia: Atlanta University, Morehouse College, Clark University/College, and Spelman College. With this study, I hope to expand the existing discourse on McCarthyism by making it more comprehensive, as well as more inclusive.</p><p>

This dissertation analyzes medical and literary sources from Russia, Italy, and France in the years 1870-1930. By tracking imagery, rhetorical devices and, above all, emplotment strategies that are employed in medical texts and practices as well as in literary works by Dostoevskii, Tolstoi, Chekhov, Svevo, Bulgakov, and Romains, my study argues for the narrative structure of medical knowledge, both in its formulation and its transmission. I address plot-construction as the theoretical node that lies at the core of several practices in the medical field, regardless of their variety and their social and cultural situatedness. Perspective and agency are the organizing principles for chapter subdivision—from the surgeon as the sole author of illness narratives in Chapter 1, on death as the ending, which focuses on the late nineteenth century, we move to the negotiation of that same authorship and authority between doctors and patients in Chapter 2, devoted to the theoretical concept of narrative reliability and tracks the fin-de-siècle emergence of psychoanalysis; from the rhetoric of pharmaceutical advertisement in the 1920s and the diffused authorship it entails, addressed in Chapter 3, we take a post-human turn in Chapter 4, by exploring bodily glands as endowed with narrative agency with the rise of endocrinology and experimental surgery in the years 1900-1930. This formal structure, which shows a gradual shift in perspective and agency as the inquiry moves from one chapter to the next, foregrounds a double historical trajectory that underlies the project– the non-linear transition from the positivist model to the Freudian and post-Freudian stage in the history and epistemology of medicine runs parallel to a gradual and not less problematic evolution of the literary medium. / Comparative Literature

This dissertation documents a generation of black women who came to politics during the 1940s in New York City. Ada B. Jackson, Pauli Murray, Anna Arnold Hedgeman, Bessie Buchanan, Jeanne Noble and Shirley Chisholm among others, worked, studied and lived in Harlem and Brooklyn. They seized the political opportunities generated by World War II and its aftermath and pursued new ways to redress the entrenched systems of oppression that denied them full rights of citizenship and human dignity. These included not only grassroots activism, but also efforts to gain insider status in the administrative state; the use of the United Nations; and an unprecedented number of campaigns for elected office. Theirs was a new politics and they waged their struggles not just for themselves, but also for their communities and for the broader ideals of equality. When World War II began, grassroots activists operated outside the halls of formal political power. Yet they understood the necessity of engaging the state and frequently endeavored to wrest power from it: the power that made life more bearable, that made the streets safer, that kept the roofs over their heads. These activists and others in women's clubs and civic organizations won favor in their communities and they increasingly pursued formal political positions. As the war drew to a close, a growing number of black women ran for elected office and sought political appointments. However, to attain political posts, they had to overcome the entrenched traditions of Tammany Hall's machine and the gendered and racialized nature of New York City politics. Most were unsuccessful, but by 1954, a few succeed. By the 1960s, black women had made their way into national politics. They were appointed to presidential commissions, the administration and won congressional office. Dorothy Height, Pauli Murray, Jeanne Noble, and Congresswoman and presidential candidate Shirley Chisholm represent the advancements black women made into the state structure. This study illustrates the kinds of political changes women helped bring about, it underscores the boundaries of what was possible vis-à-vis the state, and it traces how race, gender and the structure of the state itself shape outcomes.

Under what conditions can one expect to see a sustained system of community management of forests in operation? Considerable theoretical scepticism has been expressed by economists and others about the viability of any such institution. In this view, such institutions will inevitably result in a "tragedy of the commons." However, evidence from around the world has accumulated in recent years which suggests that common property institutions do exist, and in some cases, have existed for a long time. Using archival sources in India and the U.K., this thesis explores the fate of community management of forests in a region of the central Himalayas known as Kumaun. Kumaun was under British administration over the period 1815-1949. The forests of the region were not under formal state management till the 1860s. In fact, there is evidence of customary cooperative arrangements--informal local institutions--before the arbitrary takeover of forests by the new administrators. The new property regime had a disruptive effect on local institutions and precipitated much deforestation, especially since the state did not have the logistical wherewithal to enforce the new forest rules at a time when local arrangements had lost credibility. Two schools of thought emerged within the state bureaucracy to address the emerging crisis of rapidly diminishing forests. The "centralizers" argued for more effective supervision and an increase in state power in order to protect the forests. The "devolutionists," by contrast, canvassed for decentralized management by user communities. Several decades of experimentation with centralized methods failed to protect forests effectively and caused much political protest. The government ultimately had to resurrect local institutions in the 1920s. In the beginning this was a failure, since community management had lost all credibility in the eyes of local users. However, persistent efforts by government officers finally paid off and the new system of van panchayats (village forest councils) finally solved a problem which the state, on its own, could not.

This dissertation focuses on contemporary American fiction that explores the intertwined histories of genetics and industrialism. I argue that Jeffrey Eugenides, Louise Erdrich, and Richard Powers interpret industrial and scientific texts from the early twentieth century to tell a previously untold history of the era. Emphasizing the connections between emerging understandings of genetics and new methods of manufacturing, they present the story of how the gene made life seem buildable. These writers trace fantasies of the literal mass production of Americans, exposing how immigrants, Native Americans, and women became particular targets of an industrial impulse toward standardization. Yet the novels in my study also recover an alternative history of the gene, in which it possesses a range of abilities enabling it to resist efforts to industrialize not just social, but also organismal, life. Genes are portrayed in these fictions as agents of transformation as well as replication, thus inspiring optimism about the possibility of unsettling the future of corporate capitalism in American life. Chapter One argues that Jeffrey Eugenides' Middlesex draws parallels between Henry Ford's factory, Thomas Hunt Morgan's genetic laboratory, and the Stephanides family lineage to show how naturally occurring mutations subvert the pursuit of exact reproduction. Chapter Two examines Louise Erdrich's Tracks, and its portrayal of the Pinkham Medicine Company's commercial hybridization of plants. Pointing to the genetic reversion that often accompanies hybridity, Erdrich undermines Pinkham's efforts to cultivate a uniform American populace from diverse racial roots. Chapter Three discusses Richard Powers' depiction of corporatization in Gain, focusing on Procter and Gamble's pursuit of self-perpetuation by crossing not merely into legal, but also embodied, personhood. Turning to chromosomal chiasmus as a mechanism that makes reproduction a process inherently variable, and therefore unstable, Powers portrays the genetic body as a dubious model for corporate longevity. Taken together, my central texts address the relationship between fiction and history, literature and science, and human and industrial reproduction. / 2017-11-18T00:00:00Z

Evolution of the terrestrial egg of amniotes (reptiles, birds, and mammals) is often considered to be one of the most significant events in vertebrate history. Presence of an eggshell, fetal membranes, and a sizeable yolk allowed this egg to develop on land and hatch out well-developed, terrestrial offspring. For centuries, morphologically-based studies have provided valuable information about the eggs of amniotes and the embryos that develop from them. This review explores the history of such investigations, as a contribution to this special issue of Journal of Morphology, titled Developmental Morphology and Evolution of Amniote Eggs and Embryos. Anatomically-based investigations are surveyed from the ancient Greeks through the Scientific Revolution, followed by the 19th and early 20th centuries, with a focus on major findings of historical figures who have contributed significantly to our knowledge. Recent research on various aspects of amniote eggs is summarized, including gastrulation, egg shape and eggshell morphology, eggs of Mesozoic dinosaurs, sauropsid yolk sacs, squamate placentation, embryogenesis, and the phylotypic phase of embryonic development. As documented in this review, studies on amniote eggs and embryos have relied heavily on morphological approaches in order to answer functional and evolutionary questions.

The purpose of this thesis is to present an overview of the origins and uses of dreams and dream interpretation through the years. This is accomplished in two main sections. The first section traces the ancient history of dreams and their uses in various cultures. It begins with the first written evidence of dreams found in the Egyptian culture and is carried through the Babylonian, Greek and Roman Eras. The history also includes the use of dreams as documented in the Biblical Records, the Oriental cultures and during the era of Christianity. The superstitions about dreams during the Medieval era through to the Middle Ages is discussed.