Repositório RCAAP

Howard Sankey (this issue) has recently argued that to believe is to believe true. In this short reply, reasons are provided for thinking that to beleive is not to believe true.

Within the context of expansion and multiplication of feminist discourses in Argentina and in line with the transformations in supranational and transnational spaces, prostitution has become a controversial issue within the feminist movement. The aim of this paper is to explore and analyze how in the last decade the abolitionist activism of prostitution deployed rhetoric of disgust to produce a narrative about the experience of commercial sex. We explore and analyze public discourses (from books and fanzines to presentations at conferences) produced by abolitionist organizations in Argentina. Finally, we reflect about the role the rhetoric of disgust could play in the redefinition and stabilization of sexual hierarchies of the contemporary sexual regime.

This paper intends to contribute to a broad understanding of the role attributed to communication,by contemporary democratic theory, in the justification of political authority. To achieve this goal,diversified theoretical perspectives will be settled in three groups – the theses of contribution,exclusivity and necessity – according to the place each assigns to deliberation in guaranteeinglegitimacy to collective decisions. Based on the review of the relevant literature, a distinctionbecomes evident in what refers to sufficient and/or necessary conditions for political decisionsto be considered by all of those affected as morally acceptable and politically convenient. Itrests clear, therefore, a background disagreement in the degree of importance attributed tocommunication between equals to assure the justification of political authority.

The present work tries to give some important insights and thoughts on the principle of effectiveness in EU law according to European Court of Human Rights. It also gives light to difficulties and effectiveness' impact on private international law. It is also analyzed through the Charter of Fundamental Rights of the European Union and art. 47 as an access tool to justice, judicial protection and effectiveness of the whole Union system.

he education-science-technology (STS) movement has been advocating overcoming the technocratic decision-making model in social issues involving science and technology. However, by including more actors in decision-making processes on TC issues, to the detriment of the purely technocratic model, what would be the role of technicians? In order to address this issue, a joint work involving the triad was carried out: professional / specialist performance, technical knowledge as a whole and training processes of technicians / technologists. In this work, considerations are made about the supposed neutrality of TC, one of the pillars of technocratic decision-making models, as well as possible answers to the research problem expressed and discussed in terms of roles assigned to decision-making technicians. These were synthesized in six categories: 1) Scientific Knowledge: a necessary and sufficient condition, 2) Provide Relevant Information, 3) Provide Relevant Information and Evaluate TC Impacts, 4) Reorient TC Research Agenda, 5) Enable Membership Adequacy -Technique and 6) Search Solutions Together with the Community. The main theoretical contributions were Paulo Freire and references of the CTS movement with special attention to the Latin American Thinking in Science-Technology-Society (LATSTS).

Based on Preciado’s writings, this article proposes a counter-disciplinary problematization of body representations as an epistemological product and as a political laboratory. The first part, dedicated to the Counter-sexual Manifesto’s core topic (plasticity of the sexes and plastic sexes), discusses the meaning of Nature and the epistemological rupture with the discourse on a natural order that precedes and constitutes the human. The second part focuses on the notions of the body as a laboratory, introduced in Testo junkie. Combining auto-political fiction, auto-theory and body-essay, Testo junkie describes a protocol of voluntary intoxication based on synthetic testosterone. This bodily experimentation, which allows Preciado the fiction of being a sexual-hacker or a sex-pirate, is presented as a means of renewing the sense of the self. Taken as a whole, this article intends to contribute to a preciadian analysis of Preciado, that is to say, an analysis of the subject (biography) made from the very categories created by the author (bibliography), making Preciado simultaneously source and object of theorization. In this sense, this is a biopical essay, in which I try to explore and to combine the biographical and bibliographical dimensions of Preciado.

The paper reports a research on acoustic teaching, whose objective was to provide an environment that could promote the conceptual evolution, not only of science, but also about science. For this, the guitar was used as didactic tool within an advanced organizer  and sequential organization, also to promoter a pre-disposition in learning. Besides the discussion of concepts involved in the teaching of acoustics, it was also tried to raise questions about the scientific enterprise, using historical episodes of science for this. The work is based on three articulated and coherent references: Theory of Critical Meaningful Learning (educational theorist), the philosophy of science of Paul Feyerabend (epistemological theorist) and the Potentially Meaningful Teaching Units (methodological), which are theoretically grounded teaching sequences designed to create an environment in which meaningful learning can be built.. The methodology of the research consisted of the following stages: bibliographical review; planning and preparation of instructional material; implementation of the Potentially Meaningful Teaching Unit; building a page on the World Wide Web to gather materials for students and teachers; the analysis of the data. The results of the research indicate signs of significant learning when using musical instruments in the classroom, as approached by the research.

O trabalho mostra os resultados apontados pelos alunos que concluíram o curso Análise Matemática I da Faculdade de Engenharia numa sala de aula virtual com a modalidade b-learning, a partir do projeto de pesquisa, "A Sala de Aula Virtual e as redes sociais como suportes no processo de aprendizagem do primeiro ano da Faculdade de Engenharia", credenciado perante o Conselho de Pesquisa da Universidade. A metodologia utilizada foi a pesquisa ação colaborativa e participativa. A abordagem teórica inclui contribuições da Antropologia, Psicologia e Ciências da Comunicação, que ampliaram a visão do uso das Tecnologias de Informação e Comunicação no ensino e aprendizagem. A avaliação incluiu as dimensões de análise: Competências pessoais no uso das TIC, e o material didático utilizado. O análise e posterior reflexão mostra a Sala de Aula Virtual como opção valida para motivar a aprendizagem dos alunos. A pesquisa ação colaborativa permite o desenvolvimento profissional de professores.

This paper presents the results obtained inside the classroom, in different learning levels, with the use of "quincunx", a device created for the study of heredity in an experimental activity involving quantitative and qualitative data of Binomial and Normal Probabilities Distribution. The analysis stems from a comparison between the History of Statistics and Psychogenesis, showing the relations that can be established between historical and cognitive development phases.

Newman’s objection can be used to argue that structuralism fails to specify a unique structure for the unobservable world, and hence, one can argue, it is ultimately a trivial task to determine the structure that the world ultimately has. Provided there are enough objects, any structure can be made compatible with that structure. We formulate a pragmatically enriched version of structuralism that avoids the Newman objection. For this purpose, we return to Carnap’s conception of founded relations, and provide a different interpretation of them. According to Carnap, these are real, experienceable, physical relations. We argue that, when we specify a structural description of a given physical system, if we rely on such founded relations—provided they are properly understood—the threat of the Newman objection is avoided. However, pure structuralism has to be given up, and a form of empiricism can then be advanced. Finally, by using founded relations, we offer a framework in terms of which different conceptions (some realist, some empiricist) can be articulated to avoid the Newman problem as well.

This study aims to add to the body of evidence regarding the linguistic structures that seem to be more challenging in L2 acquisition than in L1 acquisition (DeKeyser, 2005; Ellis, 2008; Inagaki, 2001; Slabakova, 2014; Sorace, 2011). The Negative Evidence Hypothesis (NEH) (AUTHOR) predicts that bilinguals are less sensitive than native speakers to violations resulted from the overgeneralization of an L2-specific rule. We tested this hypothesis by analyzing the behavior of Brazilian Portuguese-English bilinguals with different profiles towards double-object construction with unlicensed verbs in two acceptability judgment tasks. The results corroborate the NEH by conveying that bilinguals gain sensitivity as they become more proficient, yet, the data suggests that not even when immersed in the L2, they become as sensitive as native speakers.

The present paper discusses the partial results obtained from a research that aimed professional development courses for primary and secondary school teachers, under a constructivist and hands-on approach. The intention was to analyze how teachers grasp knowledge under such context, what difficulties emerge and what situations favour their learning process, as well as to study the consequences of professional development courses on their classroom practices. Thirteen teachers participated on workshops during which the investigation of electrostatic phenomena was proposed and low cost experimental apparatus were built, and simultaneously teachers had the opportunity to reflect and analyze their pedagogic practices. The methodological approach of this investigation was qualitative, data were collected with records of oral and written outcomes from researched subjects, as well as records of researchers observations. The learning context generated in those workshops enabled the identification of both conceptual and linguistic difficulties, along with other learning forms, such as action learning and group action learning. Metacognition processes fostered a critical view upon the mechanisms of scientific knowledge acquisition. It is assumed that the experience and the analysis of situations that are similar to those proposed to students might favour an isomorphism with future classroom actions. This professional development proposal seems promising as to consolidate methodological changes arisen from teachers new models and conceptions, different from those regarded as traditional. The analysis of the data regarding the reflections on teachers practices and how the transposition of methods and contents to classrooms happened indicate to this sense and will be covered in a future paper.

The effect of the teachers interventions was analyzed in the context of a class where a group of undergraduated course students was carrying out an experimental activity in a didactic laboratory of Physics. The focus was on some of the teachers interventions during this activity, in order to try to understand them in a scope that we are calling teachers interventions . These theoretical constructions were worked out assuming the idea that in a process in which teaching and learning are articulated, it is possible to admit the realization of a learning experience from the point of view of who is teaching and of who is learning as well. Our analysis of the situation studied is supported by Winnicott`s propositions about the nonconscious process that characterizes the progressive separation that takes place in a child development concerning his mother. Our results suggest that it is not any kind of intervention that makes possible to start the articulation between teaching and learning, allowing the students to go through new experiences and to help them to review their beliefs about a given knowledge. They also suggest that a learning experience only shows up when the individual invests his/her subjectivity in the difficulties experimented along the educational process.

This study examines the episodic characterizations of the topic of health in the curricula of the Physical Education and Sports Center at the Federal University of Espírito Santo. It is a qualitative research based on the examination of curricular documents and interviews to seven professors of the teaching qualification degree and bachelor’s degree courses. The key to data analysis is the structuration theory by Anthony Giddens, especially the notion of episode. The results showed three episodes focused on: I) the rupture with the minimum curriculum and an exogenous presence of the topic of health; II) the reorientation to teacher education and the exit from the Biomedical Center; III) the creation of a new course and its paradoxes. This episodic characterization enable us to problematize how the topic of health has been addressed in the curriculum of Physical Education – including its weak presence in the teaching qualification degree course and the dominant biology content in the bachelor’s degree course.

This review article presents a theoretical-methodological proposal linked to dialectical materialism for the analysis of sports policies. After a systematic review on the production of knowledge in the subject of public policy in Physical Education, the authors present the theoretical assumptions that underlie their proposal. Subsequently, they describe the aspects and indicators of the analysis model applied to the context of sports policy. Finally, it is important to highlight the impossibility of universal and homogeneous use of the model, pointing to the need to compare it with the historical and social context of the concrete reality observed, besides the multiple determinations of the investigated object

This article analyse some elements of the worker's memory in their off work moments. Looking into the pratices of sociability that were employed, it tries to identify the changes occured in the everyday life in the urban space of Florianópolis.

This article deals with an experimental research, regarding a qualitative and quantitative design, applied to a group of students of General Physics course during the first semester of the university career of Engineering. Historically, students of this course present learning difficulties that directly affect their performance, conceptualization and permanence in the university. The present methodology integrates the collaborative learning, denominated Learning Together", with the theory of significant learning to avoid the above-written difficulties. Results of this research show that the proposed methodology works properly, especially to improve the conceptualization.

There is a widely extended viewpoint about physical possibility, what we will call Standard Approach, which holds that the physically possible is delimited by the nomological structure of physical theories: to be physically possible is to be in accordance with the physical laws, to be physically impossible is to be prohibited by physical laws and to be physically necessary is to be demanded by the physical laws. However, it is possible to show that this approach is too relaxed and permissive when it comes to collecting and systematizing many of the modal intuitions present in the physical community. In this work we will argue, on the one hand, that the notion of physical possibility is more complex and richer than suggested by the standard approach and, on the other hand, that it is necessary to add some extra elements to the characterization of physical possibility in order to that it is adequate in scientific contexts.

Although work hard with the sweat in the shirt presents an ordinary emic expression related to the corporal practices, it is possible to note a little number of investigations that the objective is to explore this conception, symbolically, in the Physical Education. The objective of the study is to understand the representations of some practitioners, emphasizing if there is any relationship between the sweat and their expectations toward the body in some Fitness Centers. The research is a comparative ethnography done in two different (in the social, economic and cultural aspects) Fitness Centers in Rio de Janeiro, during one year. The results show that the multiplicity of meanings related to the sweat by the students had a connection between the engagement and their exercise.

This study was originated in Supervised Curricular Internships (SCI) of Physical Education Course – UFSM. Period which there was the need of construct pedagogical material for tract with the content game. We objected the importance of the student participation in construction of pedagogic material for their educative process. Methodologically it’s scheduled by an experience report. We use systematic class records with a student class of 4th year of State Web Teaching of Santa Maria – RS. We elaborate our work proposal and we lapped our results with base in the Pedagogy Historical – Critique and in Critique Conception – Overcomer. As contributions we stand out the capacity to analyze reality, appropriation o new pedagogical materials and enlargement of body culture. We conclude that the contributions exceed the contact with new bodily practices and express the capacity of transform collectively the school scenery.