Interdisciplinaridade, totalidade e a construção do conhecimento em artigos das áreas de Educação e Ensino Resumo: Neste artigo interrogamos: O que se mostra sobre a interdisciplinaridade e totalidade, tomadas sob a ótica do materialismo dialético, nos artigos de periódicos das áreas de Educação e Ensino, disponibilizados no Google acadêmico? Por meio da análise de conteúdo realizada em 27 pesquisas. Os resultados revelaram que ainda que não exista na literatura uma concepção única do que vem a ser a interdisciplinaridade, há entre (...) os estudiosos a compreensão comum de que ela está vinculada à busca pela ruptura com a fragmentação do conhecimento. No contexto escolar, explicita-se dos artigos analisados, a interdisciplinaridade impulsionada pelos interesses dos modos de produção capitalista, bem como o discurso de que a ampliação do debate sobre ela na escola solicita mudanças no modo como se dá o trabalho pedagógico, uma vez que requer abertura ao estabelecimento de uma relação dialógica para a construção do conhecimento, de modo que a totalidade possa ser almejada sem que as particularidades sejam desconsideradas. Palavras-chave: Interdisciplinaridade; Totalidade; Construção do Conhecimento; Materialismo dialético; Análise de conteúdo. Interdisciplinarity, totality and the construction of knowledge in articles of the areas of Education and Teaching: Article we question: What is shown about interdisciplinarity and totality, taken from the viewpoint of dialectical materialism, in the articles of Education and Teaching journals made available on Google scholar? Performing A content analysis, we consider 27 researches. The results revealed that even though there is no literature, a unique conception of what is interdisciplinarity, there are among scholars the common understanding that it is linked to the search for rupture with the fragmentation of knowledge. In The school context it is explained by the analyzed articles, the interdisciplinarity driven by the interests of the capitalist modes of production and discourse that the expansion of the debate on it in the school, calls for changes in the way the work is given Pedagogical and openness to the establishment of a dialogical relationship in the construct of knowledge, so that the totality can be pursued without the particularities being disregarded. Keywords: Interdisciplinarity; All Knowledge Construction; Dialectical Materialism; Content Analysis. La interdisciplinariedad, la totalidad y la construcción del conocimiento en los artículos de las áreas de educación y enseñanza Resumen: En este artículo cuestionamos: ¿lo que se muestra acerca de la interdisciplinariedad y la totalidad, tomada desde el punto de vista del materialismo dialectico, en los artículos de Educación y docencia revistas disponibles en Google Academico? Realizando un análisis de contención, consideramos 27 investigaciones. Los resultados revelan que aunque no hay literatura, una concepción único de lo que es la interdisciplinariedad, hay entre los eruditos el museo de común que está vinculado a la búsqueda de ruptura con la fragmentación del conocimiento. En el contexto escolar es explica por los artículos analizados, la interdisciplinariedad por las intereses de los modos de producción y discurso capitalistas que la expansión del debate sobre el mismo en la escuela, cambio s en la forma en que se da el tiempo Pedagógica y apertura al establecimiento de una relación dialógica en la construcción pueda del conocimiento, se puede desear la totalidad sin que se tengan en cuenta las particularidades. Palabras clave: interdisciplinariedad; todo Construcción del conocimiento; Materialismo dialéctico; Análisis de contenido. Financiamento: CAPES Data de registro: 02/04/2019 Data de aceite: 30/10/2019. (shrink)

Classification learning is a preeminent human ability within the animal kingdom but the key mechanisms of brain networks regulating learning remain mostly elusive. Recent neuroimaging advancements have depicted human brain as a complex graph machinery where brain regions are nodes and coherent activities among them represent the functional connections. While long-term motor memories have been found to alter functional connectivity in the resting human brain, a graph topological investigation of the short-time effects of learning are still not widely investigated. For (...) instance, classification learning is known to orchestrate rapid modulation of diverse memory systems like short-term and visual working memories but how the brain functional connectome accommodates such modulations is unclear. We used publicly available repositories (openfmri.org) selecting three experiments, two focused on short-term classification learning along two consecutive runs where learning was promoted by trial-by-trial feedback errors, while a further experiment was used as supplementary control. We analyzed the functional connectivity extracted from BOLD fMRI signals, and estimated the graph information processing in the cerebral networks. The information processing capability, characterized by complex network statistics, significantly improved over runs, together with the subject classification accuracy. Instead, null-learning experiments, where feedbacks came with poor consistency, did not provoke any significant change in the functional connectivity over runs. We propose that learning induces fast modifications in the overall brain network dynamics, definitely ameliorating the short-term potential of the brain to process and integrate information, a dynamic consistently orchestrated by modulations of the functional connections among specific brain regions. (shrink)

Those who wish to claim that all facts about grounding are themselves grounded (“the meta-grounding thesis”) must defend against the charge that such a claim leads to infinite regress and violates the well-foundedness of ground. In this paper, we defend. First, we explore three distinct but related notions of “well-founded”, which are often conflated, and three corresponding notions of infinite regress. We explore the entailment relations between these notions. We conclude that the meta-grounding thesis need not lead to tension with (...) any of the three notions of “well-founded”. Finally, we explore the details of and motivations for further conditions on ground that one might add to generate a conflict between the meta-grounding thesis and a well-founded constraint. We explore these topics by developing and utilizing a formal framework based on the notion of a grounding structure. (shrink)

This paper explores the meaning of interpretation in the works of Hans-Georg Gadamer and Glenn Gould, the Canadian pianist and intellectual. As a performing art, music illustrates the cognitive and practical dimensions of interpretation. While emphasizing the pre-interpreted character of musical reception and performance, both authors point to the fact that difference, alterity, and negativity lie at the heart of creative interpretation, cultivation and self-knowledge. The notion of ecstasy, understood as a type of self-forgetfulness that represents a radical form of (...) encounter with alterity, provides the basis for a conception of subjectivity as grounded on linguistic, historical and cultural conditions, albeit not reducible to them. I maintain that the notion of ecstatic subjects is a powerful alternative to both the self-centred notion of subjectivity and its anti-humanistic counterpart in accounting for human agency. (shrink)

Bertrand Russell offered an influential paradox of propositions in Appendix B of The Principles of Mathematics, but there is little agreement as to what to conclude from it. We suggest that Russell's paradox is best regarded as a limitative result on propositional granularity. Some propositions are, on pain of contradiction, unable to discriminate between classes with different members: whatever they predicate of one, they predicate of the other. When accepted, this remarkable fact should cast some doubt upon some of the (...) uses to which modern descendente of Russell's paradox of propositions have been put in recent literature. (shrink)

Describing actions entails that relations between objects are discovered. A pervasively neural account of this process requires that fundamental problems are solved: the neural pointer problem, the binding problem, and the problem of generating discrete processing steps from time-continuous neural processes. We present a prototypical solution to these problems in a neural dynamic model that comprises dynamic neural fields holding representations close to sensorimotor surfaces as well as dynamic neural nodes holding discrete, language-like representations. Making the connection between these two (...) types of representations enables the model to describe actions as well as to perceptually ground movement phrases—all based on real visual input. We demonstrate how the dynamic neural processes autonomously generate the processing steps required to describe or ground object-oriented actions. By solving the fundamental problems of neural pointing, binding, and emergent discrete processing, the model may be a first but critical step toward a systematic neural processing account of higher cognition. (shrink)

Este artigo buscou problematizar dados de uma pesquisa de viés socioantropológico, realizada em uma comunidade indígena Pataxó localizada na cidade de Itapecerica- MG, acerca da educação intercultural. Trata-se de uma pesquisa qualitativa, que utilizou a revisão de literatura, entrevistas narrativas, bem como análise documental como método de pesquisa. Apoiando em estudos sobre interculturalidade, e em uma coletânea das histórias indígenas contadas na comunidade em questão, foi possível entrecruzar as vozes da comunidade indígena, constatando que a educação intercultural é uma maneira (...) de legitimar direitos às minorias indígenas e um modo de fortalecer suas tradições culturais. Através das histórias indígenas e de outras ferramentas educativas utilizadas na escola da aldeia Muã Mimatxi, a comunidade indígena se mostra como agente ciente da própria educação, em diálogo constante com outros conhecimentos e tradições, a fim de construir seus projetos de futuro. (shrink)

I would like to discuss the claim that the resources of plural reference and plural quantification are sufficient for the purpose of paraphrasing all ordinary statements apparently concerned with composite material objects into plural statements concerned exclusively with simples.

O grupo Maternar é uma experiência de atividade curricular em comunidade (ACC) que visa desenvolver atividades em saúde materno-infantil e tem tido como principal campo de atuação a Maternidade Climério de Oliveira, maternidade-escola da UFBA. A cada semestre estudantes, uma monitora, residentes, té.

This article establishes a dialogue between the philosopher Axel Honneth and the feminist scholars Silvia Federici and Nancy Fraser. The aim is to emphasize the limits of Honneth’s philosophical reflections on the normative dimension of the family developed in Freedom’s Right. First, I present his ideas on how a normative expectation of social freedom permeates familial relations. According to him, after women entered the labour market, a normative notion of symmetrical participation in the family was produced. I aim to defend (...) here that, whether normative or not, this idea of family is not only limited but also false, since it does not consider the dilemmas of social reproduction whose consequences contradict social freedom. Next, I develop Federici’s and Fraser’s analyses of how families have always faced conflicts concerning the requirements of social reproduction and have produced diverse forms of subjugation that go against the very idea of the family as an unquestioned sphere of freedom. It is necessary to analyse how families produce new forms of subjugation to transform familial relations into truly possible ways of being socially free – and this requires making visible some figures who structure the family, such as nannies, friends and grandparents. (shrink)

The doctrine that whatever could exist does exist leads to a proliferation of possibly concrete objects given certain principles of recombination. If, for example, there could have been a large infinite number of concrete objects, then there is at least the same number of possibly concrete objects in existence. And further cardinality considerations point to a tension between the preceding doctrine and the Cantorian conception of the absolutely infinite. This paper develops a parallel problem for a variety of possible worlds (...) accounts of modality which eschew the commitment to a plethora of possibly concrete objects. Moreover, the difficulty is importantly different from more familiar threats of paradox exemplified by certain descendants of Russell's paradox of propositions and Kaplan's paradox. (shrink)

We show that if a first-order structure${\cal M}$, with universe ℤ, is an expansion of (ℤ,+,0) and a reduct of (ℤ,+,<,0), then${\cal M}$must be interdefinable with (ℤ,+,0) or (ℤ,+,<,0).

Agents can think using concepts they do not fully understand. This paper investigates the question “Under what conditions does a thinker fully understand, or have mastery of, a concept?” I lay out a gauntlet of problems and desiderata with which any theory of concept mastery must cope. I use these considerations to argue against three views of concept mastery, according to which mastery is a matter of holding certain beliefs, being disposed to make certain inferences, or having certain intuitions. None (...) of these attitudes is either necessary or sufficient for mastery. I propose and respond to objections to my own recognition view of the conditions under which a thinker has mastery of a concept. (shrink)

In NIP theories, generically stable Keisler measures can be characterized in several ways. We analyze these various forms of “generic stability” in arbitrary theories. Among other things, we show that the standard definition of generic stability for types coincides with the notion of a frequency interpretation measure. We also give combinatorial examples of types in NSOP theories that are finitely approximated but not generically stable, as well as ϕ-types in simple theories that are definable and finitely satisfiable in a small (...) model, but not finitely approximated. Our proofs demonstrate interesting connections to classical results from Ramsey theory for finite graphs and hypergraphs. (shrink)

This paper takes a close look at the thought that mereological relations on material objects mirror, and are mirrored by, parallel mereological relations on their exact locations. This hypothesis is made more precise by means of a battery of principles from which more substantive consequences are derived. Mereological harmony turns out to entail, for example, that atomistic space is an inhospitable environment for material gunk or that Whiteheadian space is not a hospitable environment for unextended material atoms.

Procura-se neste artigo refletir sobre o papel da filosofia de John Dewey na educação sem contudo fazer a história de sua presença no Brasil. Sendo impossível analisar todas as suas ideias, o autor selecionou alguns temas básicos da obra de Dewey: experiência e criatividade, papel do professor, sociedade e democracia. Discute-se a importância, para os educadores, do retorno à teoria de Dewey nos tempos atuais, bem como a necessidade de uma reflexão profunda sobre suas ideias. Como conclusão, pergunta-se qual a (...) contribuição do pensamento de Dewey para a prática educacional, hoje, nas escolas brasileiras. (shrink)

O Equador sobressai na América Latina pela intensidade do indigenismo. A Confederação de Nacionalidades Indígenas do Equador e o Movimento de Unidade Plurinacional Pachakutik – Novo País são pilares desse destaque. Concebido como história do tempo presente, o artigo examina a trajetória desse indigenismo, discutindo alguns dos seus principais resultados, como a inclusão da referência à plurinacionalidade e interculturalidade do Estado e da sociedade na Constituição do país. Utilizando fontes orais, com testemunhos vivos, o estudo ocupa-se de uma história em (...) construção e em devir, e mostra que esse indigenismo enfrenta desafios que clamam por equacionamento. (shrink)

Resumo (200 palavras) Podem-se encontrar diferentes conceitos na história da Ética. Esse artigo lida com a ideia que se deve identificar um conceito de Ética para se discutir sobre sua relação com Educação. Moral é um conceito que aparece quando se pensa sobre Ética. Por isso uma discussão sobre o conceito de Moral e sua relação com Ética é apresentado. Discutir Ética significa entender o conceito na sociedade porque Ética não pode acontecer a uma pessoa sozinha. Pessoas se relacionam na (...) sociedade e Ética é o fundamento básico da vida social. Antes que se possa observar Ética na sociedade como um conjunto, é possível descobrir que Ética começa na vida da família. A escola é o lugar específico na sociedade que ajuda a família a construir a relação entre Ética e Educação. Filósofos e educadores concordam sobre a importância de educar crianças para serem cidadãos éticos, mas os conceitos de Ética que eles possam usar são de algum modo diferente. Ética Relativa e Ética Universal são os principais grupos de conceitos encontrados na literatura. Concluímos que para se tornar inteiramente um ser humano, cada pessoa precisa se sentir integrada à humanidade e isto somente é possível por meio de conceitos universais de ética. Palavras chaves – ética – educação – moral – família - escola - sociedade (200 words) We can find different concepts in history of Ethics. This article deals with the idea that it is necessary to identify a concept of Ethics in order to discuss about its relation to Education. Moral is a concept that comes to mind when we think about Ethics. Because of this a discussion about this concept and its relation to Ethics is presented. To discuss Ethics means to understand it in society because it can’t happen to a person alone. People relate themselves in society and Ethics is the basic foundation to social life. Before we can observe Ethics in society as a whole it is possible to discover that Ethics begins in family life. School is the specific place in society that helps family to build the relation between Ethics and Education. Philosophers and educators agree about the importance of educating children to be ethical citizens but concepts of Ethics they may use are somehow different. Relative Ethics and Universal Ethics are the major groups of concepts that we can find in literature. We conclude that to become a whole human being each person needs to feel integrated to humankind and this is only possible through universal concepts of Ethics. Keywords – ethics – education – moral – family – school - society  . (shrink)

Ethical issues at the workplace have once again become topical and important due to considerable adverse publicity surrounding reports of unethical business practices by corporate managers. Accordingly, this paper re-visits the question of whether gender, age and work experience do have an effect on ethical judgement, using 655 business students as respondents. This is necessary as business students are likely to become managers during their career and will face complex ethical concerns and dilemmas in their daily, routine affairs. The findings (...) currently demonstrate that females are more ethically aware than their male counterparts – that is, there are differences between males and females regarding ethical judgement. There is also evidence to suggest that age is a factor that does impact on ethical judgement. However, we also found evidence to suggest that in some cases, the age factor does not necessarily have a significant impact on ethical awareness. The results further indicate that there is a difference in ethical judgement related to work experience. However, at the same time, in one question there is no evidence to suggest the claim that work experience does impact significantly on ethical judgement. Overall, it appears that ethical awareness does increase alongside work experience. (shrink)

The study aims at expanding the idea of knowledge beyond the notion of descriptive knowledge. It examines a pluralism of scientific, philosophical, literary, and aesthetic forms of knowledge. This pluralism is not relativistic but complementary. Different ways of knowing enrich each other thus facilitating a more comprehensive and differentiated conception of the world.".

A busca pelo conhecimento permanecerá sempre viva entre os seres humanos mantendo ativos os debates e as discussões. Nesse contexto, o uso de Big Data nas pesquisas científicas reacende a discussão sobre o uso da indução como base para a construção do conhecimento científico. Esse ensaio apresenta uma análise teórica acerca do problema da indução sob a ótica do Big Data. Para tanto, tomou-se como base para o contraponto os argumentos apresentados pelo filósofo Karl Popper. Conclui-se que, sob a ótica (...) do uso de Big Data, o método indutivo não apresenta inconsistências e os enunciados universais podem ser inferidos a partir de enunciados singulares, contrariando a ideia de Popper e reforçando a teoria indutivista. (shrink)

Can a planetary anthropology cope with both the "provincial cosmopolitanism" of alternative anthropologies and the "metropolitan provincialism" of hegemonic schools? How might the resulting "world anthropologies" challenge the current panorama in which certain allegedly national anthropological traditions have more paradigmatic weight--and hence more power--than others? Critically examining the international dissemination of anthropology within and across national power fields, contributors address these questions and many others.