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This article examines the use of the concept of "evidence" in the current movement known as "Evidence-Based Medicine" (EBM). The article includes some historical milestones of the concept, in which Aristotle, André Lalande and Michel Foucault are the main references. Then, the process through which EBM was born is reviewed, going through Cochrane, Guyatt, Sackett and Woolf. It is explained that EBM understands evidence as facts, where controlled and randomized clinical studies, as well as systematic reviews, are the most appropriate means to obtain evidence. We propose that EBM may not be aware that the concept of "evidence" used is crypto-normative, which makes this concept contain a strong axiological load. The article does not intend to simply dismiss the concept of "evidence", but rather to review its univocality and open it to an analogous understanding that could improve clinical practices and the theoretical scope that serve as their foundation. A central part of the arguments used in this paper consists of reviewing the supposed epistemic neutrality of EBM, which is a movement in formation that requires various adjustments. Among them, an in-depth review of the concept that gives it its name and meaning, for the benefit of the generators and users of EBM (clinicians and patients). [ABSTRACT FROM AUTHOR]

This article commemorates the legacy of bell hooks by bringing core themes in her oeuvre to bear on several debates on the conceptualization and use of qualitative research methods in sociology. Despite the uptake of qualitative research methods in sociology as a launching point for critical inquiry with analytical and political overtones, they have been fragmented threefold by debates about their politics (whether to humanize research subjects), practice (whether to intervene in field research), and epistemology (procedural, craft, and bricolage orientations). Reflecting on the legacy of bell hooks, this article articulates a Black feminist approach by unearthing methodological and epistemological themes underwritten in hooks' work (inclusive pedagogy, creative dialogue, and reflexive accountability) to offer new perspectives on the three debates and, in so doing, to identify ways to better qualitative research methods as tools for emancipating the marginalized – by invigorating cross-professional and transdisciplinary dialogue, collaboration, and love. [ABSTRACT FROM AUTHOR]

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This article initially set out to explore the composite notion of "sacred nature" from the assumption that its advocates can be found within an emerging environmental awareness. However, the term itself introduces the paradox of merging two orders of reality divided by Western thought. In this sense, the article offers an epistemological and ethical reflection. The epistemological reflection was enriched by an exploration of sanctity: here, nature appears as a hierophany where divine, human, and cosmic spheres converge, transcending the dichotomy between nature and the sacred. In the ethical reflection, three interconnected ideas were reviewed: the perception of nature's sanctity based on a unitary and organic vision of reality; the reverential attitude toward nature implied in the latter perception; and the cosmic responsibility of humans to preserve the universe's equilibrium. We conclude that a new cosmology and anthropology are emerging, but only in the form of myth, their logos still obscure. Therefore, examining the idea of sacred nature can unlock an experience and discourse able to turn the world into a home of reverential care. [ABSTRACT FROM AUTHOR]

Within the framework of this "Domain in Care" Seminar we assume part of the research we carry out about the epistemic and theological controversies that arise from nineteenth-century scientific activity about nature, humanity and spirituality of the inhabitants of Land of Fire. To this day, the interpretations and ideas of Fitz Roy and Darwin about the Fuegian peoples have been understood in a quite controversial way and based on stereotypes about what was considered scientific and theological in the Western Christian world, and especially in debates. between creationists and evolutionists in the British debate. Indeed, in the positions of both men there are epistemological and theological issues that have not been sufficiently explained in each and every one of their nuances and that are still present in our time. In their respective points of view linked to the history of science of the 18th and 19th centuries there are assumptions and ideas that have prevailed about science and faith that, reinterpreted, would allow us to overcome the dichotomies linked to naturalism and humanism that show the advances of British science of the time and attempts to advance a global and homogeneous understanding of the set of processes ofLife on the planet. Following the perspective of the history of science, we will highlight the main strengths of the assumptions of the controversy between experimental natural science and the Anglican Christianity of English society at the time, to show its interest for current debates on control and care. [ABSTRACT FROM AUTHOR]

The conception of what science is is built throughout the subject's interaction with the world. In order to investigate how future teachers of Exact Sciences and Biological Sciences understand the nature of Science (NdC). The research was carried out throughout 2022 and early 2023, based on the Views of Nature of Science Questionnaire (VNOS-C), with some adaptations and applied within a Google Forms form. The students responded to the questionnaire in the History and Philosophy of Science (HFC) and Epistemology and Science Teaching (EEC) subjects, at the end of them. The data allows us to raise evidence that there does not seem to be much progress in the conceptions of graduate students. Their conceptions of science are still rooted in a positivist and empiricist perspective, which sometimes recognizes a single method of producing science, that linked to experimentation. There is no clarity between the idea of theory and scientific law. And little value is given to the role of creativity in scientific practice. Therefore, from this specific study, we can infer, together with readings in the area, that some notes for the field of research in Science Education are appropriate in the initial training of teachers. sociology and psychology of sciences, or metasciences in teacher training. These conceptions take time to be (re)constructed and require a greater workload that is relative to the entire curriculum and not just concentrated in one or two subjects in each course. [ABSTRACT FROM AUTHOR]

En este trabajo profundizamos en el examen y sistematización de algunos aspectos de la protohistoria de la Historia del Arte como disciplina escolar para que pueda rastrearse posteriormente su cambio y continuidad en su devenir propiamente escolar. Para ello nos retrotraemos a la Ilustración y la enseñanza de la Historia del Arte en las Academias de Bellas Artes, cuyos productos derivados tendrán una destacada influencia en la conformación de toda una serie de discursos, usos y prácticas que pasarán a ser definidores de una tradición (posteriormente) escolar. El artículo, así, trata de integrar algunos de los estudios previos que se han ocupado del particular y profundiza en algunas de sus fuentes de referencia, especialmente en el manual de José de Manjarrés y Bofarull (1859) dirigido a la formación de los futuros artistas. La conclusión apunta una incipiente enseñanza de la Historia del Arte caracterizada por una visión teleológica tendente a la canonización de ciertos contenidos, con un discurso construido sobre la base de determinados etnocentrismos.

La epistemología es inherente a la investigación, y el llevarlo a la práctica científica en algunos casos puede constituirse en un reto. Por lo cual, la difusión de libros, artículos o lecturas de profesionales epistemólogos, ha de considerarse una labor noble y loable, siendo evidente el pragmatismo y el facilismo en un gran número de investigaciones en las científicas sociales. El objetivo del trabajo es mostrar de manera sencilla y clara la obra del Dr. Lucas Lavado Mallqui, quien aborda la importancia y el rol de la epistemología en el quehacer investigativo de manera especial en las ciencias sociales. El método empleado es único: la lectura y relectura del libro Epistemología e Investigación, sintetizando, conceptualizando y asimilando su contenido. Entre las síntesis más resaltantes se ha encontrado la importancia de la lectura para conceptualizar como parte de una labor epistemológica. Asimismo, los límites, la taxonomía e interdisciplinariedad de los campos de estudio; la socio tecnología o los artefactos sociales, como factor de cambio en la sociedad; y los problemas epistemológicos pendientes aun sin resolver por la ciencia.

Esta investigación analiza los presupuestos epistemológicos de la Teoría Social Clásica (TSC) y su influencia en la explicación de los fenómenos sociales. A través de un análisis de la literatura científica y filosófica, se abordan algunos conceptos básicos, los antecedentes históricos de la TSC donde se analizan, comparan y critican los enfoques epistemológicos de la concepción materialista de la historia, el funcionalismo, el estructural-funcionalismo y la sociología interpretativa. Se teoriza sobre la investigación social clásica, su relación con la subjetividad y los valores. Se concluye que las reflexiones teóricas sobre las implicaciones teóricas y prácticas de los compromisos epistemológicos de la TSC son relevantes, principalmente, porque los aportes de la TSC forman parte de los marcos teóricos de las nuevas investigaciones y, además, la consideración tales implicaciones podrían ayudar a desarrollar mejores conocimientos.

Puede considerarse el debate epistemológico como consustancial a la propia Geografía, debido a la constante indefinición de la disciplina y su aludida falta de unidad. La reflexión epistemológica proporciona a la Geografía su identidad y, por tanto, permite defender su posición como campo académico independiente. Sin embargo, en España, la reflexión epistemológica en Geografía ha sido débil. En los últimos años, su papel parece disminuir, con una menor preocupación de investigadores y profesores por las cuestiones relativas al pensamiento geográfico, y un decreciente rol de estos contenidos en la docencia universitaria. A través de este artículo, se revisan las asignaturas de teoría de la Geografía en los grados universitarios españoles y se hace un diagnóstico del debate epistemológico protagonizado por la comunidad de geógrafos españoles en foros y publicaciones académicas. Los resultados revelan una tendencia regresiva, tanto en la enseñanza de contenidos sobre teoría de la Geografía, como en las contribuciones epistemológicas en foros o medios de carácter académico. Lo anterior constituye un riesgo ante los actuales procesos de renovación de profesorado y planes de estudio en Geografía, por cuanto puede suponer la disgregación de la disciplina en numerosos subcampos, de teoría y métodos diferentes, que carecen de un cuerpo teórico común. Cabe plantear nuevos medios que den cabida a esa reflexión epistemológica, y su papel en la docencia universitaria, en tanto se aprecia un interés entre los geógrafos españoles que, sin embargo, no tiene cabida en los medios preferentes de publicación y difusión de conocimiento académico.

El artículo consiste en el estudio comparado de la ontología de Georg Simmel y de José Ortega y Gasset, con dos objetivos: demostrar la influencia de Simmel en la filosofía de Ortega, y exponer su ontología «comparada» como una crítica a la tradición parmenídea del ser. Para ello planteamos dos tesis de partida. La primera tiene que ver con el carácter vitalista de la filosofía de nuestros dos autores. En segundo lugar, la tesis de la «intradición de la tradición» como mecanismo para estudiar la forma en que Simmel y Ortega recogen la tradición críticamente, a efecto de ajustarla a la «altura de su tiempo», según la terminología orteguiana. Finalmente, concluiremos con la idea de que la ontología de Simmel y Ortega es una crítica a la epistemología o a las implicaciones ontológicas de la epistemología moderna.

Etnografia na educação: metodologias e epistemologias é o tema desse dossiê apresentado à Revista Cadernos de Pesquisa do Programa de Pós-Graduação em Educação da Universidade Federal do Maranhão. O objeto deste conjunto de artigos é a discussão sobre as tensões entre método e epistemologia na pesquisa etnográfica. Abordagem em constante crise de legitimidade no campo da educação, a etnografia tem sido largamente utilizada como metodologia em diferentes campos do conhecimento. A Etnografia é cada vez mais explorada na Educação e o tema precisa ser compreendido de modo mais claro por pesquisadores e estudiosos da área; portanto, o Dossiê enfrenta esse desafio trazendo à luz do conhecimento acadêmico um conjunto de oito artigos e uma entrevista. Os artigos são originários de pesquisas que se dispuseram a conceituar, analisar e descrever diferentes faces da etnografia mediada pela interconexão dessas duas dimensões que, em princípio, são tomadas como antagônicas, mas que são faces da mesma moeda. O conjunto de artigos apresentados caminha entre nuances temáticas pertinentes à etnográfica clássica, como o campo de pesquisa e a pesquisa participante, até temas atuais e controversos como a Autoetnografia e a Netnografia. Os autores são ex-membros do Núcleo de Etnografia em Educação da Universidade do Estado do Rio de Janeiro (NetEdu/Uerj) assim como alguns proeminentes consultores internacionais associados, entre eles destacamos a presença de Frederick Erickson, ilustre representante da etnografia em educação. Com este dossiê, se espera que o leitor se aprofunde nos temas e renove seu interesse nos mesmos de modo inovador e criativo.

Este artigo aborda a carreira, interesses profissionais e o contexto sócio-político em que viveu Ludwik Fleck A seguir, foca nos conceitos de “estilo de pensamento” e “coletivo de pensamento” que fazem parte de sua epistemologia. O objetivo é a partir deles e de outros elementos da epistemologia de Fleck compreender o processo histórico-cultural envolvido no negacionismo científico em relação à vacina. Para isso, utilizaremos alguns exemplos históricos. Consideramos que o movimento antivacinas é representado por um grupo de pessoas que pertencem, predominantemente, a círculos exotéricos em termos políticos, expressando dogmaticamente os interesses políticos desses grupos. Os manifestantes contra a vacina se posicionam como defensores das liberdades individuais, desconfiando da máquina pública e compreendendo o estado como uma entidade controladora e invasiva.

Resumo A circulação de pessoas, objetos e informações é constitutiva da própria definição de cidade. Mas que assimetrias de acesso são geradas por esses movimentos e que regimes de mobilidade os hierarquizam no mundo globalmente conectado? Tomando as mobilidades como objeto e lente analítica, proponho a noção de “metrópole do capital de rede” para dar conta de territorialidades que se organizam em um continuum entre espaços físicos e digitais; nas quais o movimento em múltiplas escalas se torna uma “forma de habitar”; e que encontram na ambivalência da mobilidade – ao mesmo tempo direito e dispositivo coercitivo – seu principal fator de estratificação. Essas reflexões epistemológicas pressupõem que as cidades são espacialidades relacionais e politicamente disputadas de mobilidades sistêmicas, expressão das intersecções entre infraestruturas, materialidades e signos.

The epistemological debate is an inherent part of Geography, given the constant lack of definition and noted absence of unity within the discipline. Epistemological reflection not only shapes Geography's identity, but also enables it to establish its position as an independent academic field. However, in Spain, epistemological reflection in Geography has been weak. In recent years, its significance appears to be diminishing, with researchers and professors showing less concern for matters related to geographical thought, and a reduced emphasis on these topics in university education. This paper examines the content of Geography theory in Spanish university programs and assesses the epistemological discourse among Spanish geographers in academic discussions and publications. The findings indicate a regressive trend, both in the teaching of the theory of Geography and in the contributions to epistemology within academic discussions and media. This trend poses a risk to the ongoing processes of updating teaching staff and curricula in Spanish Geography. It could lead to the fragmentation of the discipline into numerous subfields, each with different theories and methods, lacking a cohesive theoretical framework. It is crucial to propose new avenues for accommodating this epistemological reflection and integrating it into university teaching. There is interest among Spanish geographers, but this interest lacks a platform in the preferred channels for publishing and disseminating academic knowledge. [ABSTRACT FROM AUTHOR]

The aim of this article is to examine in depth the collective practices of the Roma population as a form of resistance to the demands of today's "modern" society, characterised by individualisation and the search for personal satisfaction. The purpose is to find in them alternative ways of understanding the functioning of society, especially at a time when the "common" is once again at the forefront of discussion. This is a review of the literature published in the ERIC, Web of Science, SCOPUS and Scielo databases. The results confirm that, as a result of the major socio-political changes of recent decades, Roma subjectivity is caught between two competing ways of seeing the world: that of their own culture and that of the majority society, which is governed by norms that are to some extent alien to them. [ABSTRACT FROM AUTHOR]

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Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Universum is the property of Instituto de Estudios Humanisticos Juan Ignacio Molina, Universidad de Talca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study analyses the contents specified in the new Chemistry curriculum for ESO in the Valencian Community, as well as its distribution throughout this stage, comparing it with the curriculum of the Ministry of Education. Its structure stands on two basic ideas that develop cyclically throughout the three courses: substance and chemical reaction, with the help of the progressive presentation of different models. This curricular evolution is based on the specific educational research in chemistry, giving main relevance to the linguistic competence. In addition, it also emphasizes on the nature of scientific knowledge and pays sufficient attention to socio-scientific issues. [ABSTRACT FROM AUTHOR]

This study aims to discuss epistemological and theoretical fundamentals of Positive Organizational Behavior (POB) scientifical research based on Positive Psychology (PP) contributions. The method applied consists in a theoretical essay, exploring POB and PP literature. Thus, the importance of considering the variety of epistemologies that can lead to different methodological and theoretical approaches to work-related psychosocial phenomena is defended. To achieve this, the positivist approach in social sciences is problematized. Next, the contributions of positive psychology in organizations to POB studies are discussed. Following this, the relationship between the objectivist approach and the sociological paradigms proposed by Burrell and Morgan (1979) is presented in PP and POB studies. The study concludes that the clarity of academic research on epistemological bases can imply a deeper and more contextualized understanding research, people and organizations' development, fostering to a critical and reflective vision. [ABSTRACT FROM AUTHOR]

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Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mental operation accounts in the epistemology of modality, such as conceivabilitybased theories, seek to explain modal knowledge in terms of our capacity to execute a mental operation, such as conceiving. One criticism of mental operation accounts is that without constraints we can, for example, conceive of all sorts of scenarios, and thus absent constraints, mental operations are unreliable as a guide to possibility. Essentialist accounts in the epistemology of modality aim to solve the reliability problem by using constraints set by the essences of entities. They seek to explain knowledge of possibility and necessity via knowledge of essence. Given the structure of the theory, essentialists face the epistemology of essence question: how do we know the essential properties (or essence) of entities, such that we can derive knowledge of modality from them? Here I raise the conceivability challenge for essentialism in the epistemology of modality: what if knowledge of essence depends on conceivability? I examine E. J. Lowe's and Bob Hale's distinct accounts of essentialism. I argue that given that neither of their views offers a viable answer to the epistemology of essence question, essentialism faces the conceivability challenge. I conclude by considering two ways forward in the epistemology of modality. The revisionary approach takes the deadlock between mental operation accounts and essentialism to signal a need to adopt a more extreme epistemology of modality. The conciliatory approach takes the deadlock between mental operation accounts and essentialism to signal accepting the interlocking and mutually supporting epistemic relationship between them. [ABSTRACT FROM AUTHOR]

This article deals with University Extension as an epistemological, conceptual foundation of university practice and professional application. It defines as problematic the following question: How can the fundamentals of University Extension be understood? It aims to approach the fundamentals of University Extension from a historical-conceptual perspective, public policy, inclusion and interdisciplinary activity. It uses, in the methodological aspects, the exploratory purpose supported by the bibliographic method, taking into account articles mapped in supraformal information channels, such as electronic journals and the annals of events in digital media, which characterizes the qualitative study. It concludes that the epistemological desideratum of University Extension from the phenomena attributed and discussed, strengthens the scientific and legislative conception of this important university axis, making it more consistent, solid, supported, thought of as a policy of action itself. [ABSTRACT FROM AUTHOR]

The article puts into conversation a set of ethnographic experiences understood as “waysof- living-in-common”, which present a series of challenges for interdisciplinary approaches. We start from the central hypothesis that ethnography itself constitutes a form of becoming- in-common that articulates and tensions differentiated forms of communalization. Our central objective is to compare and analyze community processes and projects carried out in different regional contexts of Argentina, alongside with communities Huarpe de Lavalle (Mendoza) and El Encón (San Juan), Kolla (Inter-Andean Valleys of Salta), Diaguita (Choromoro Valley, Tucumán) and community of Mutquín (Catamarca), in articulation with the analysis of the collaborative ethnographic practice itself. For the analysis we take up contributions from references of French post-structuralism and the so-called “community thinking”, in its French and Italian line, in articulation with contemporary approaches of anthropological and ethnographic theory, which allow us to re-think ethnographic practice and project new commons. [ABSTRACT FROM AUTHOR]

In this work, I will present Freud’s great contribution not only to the fields of neuropathology, psychiatry, and medicine in general, but I will demonstrate how his clinical research has opened a new path to understanding psychopathology. I will look at some theories about the genesis of the symptoms of hysteria and describe Freud’s scientific journey, which opened up a new perspective and gradually led to the birth of psychoanalysis. An important contribution to this topic is the multiple code theory by V. Bucci, with its three distinct principles of organization of experience. The model is applied to clinical practice and determines treatment, so it is intended to explain and intervene in the world of hysteria. The Bucci model also has critical aspects and obvious repercussions that we will examine in this article. An important contribution is that of N. McWilliams, regarding histrionic personality disorder. The structural symptom takes its rightful place here in the explanation and treatment of psychopathology. In her work there is an important transition: she moves from an explanation of linear mono causality to multi-factorial randomness. Once you have read this article, you will understand that new contributions are needed in order to comprehend psychic processes, and in order to do this we need to re-interpret psychoanalytic theories. [ABSTRACT FROM AUTHOR]

In this paper, I inquire into the notion of background in the philosophy of Charles Taylor and seek to complement it with reflections made by Hubert Dreyfus. This notion aims to counteract the cognitive representationalism that Descartes's thought tremendously promoted and that has been largely perpetuated by modern epistemology. Representationalism, for Taylor, makes us open to anthropologies based on ontologies of disengagement (dualism and mechanistic monism), an imprint which decisively influenced modern and contemporary philosophy despite the efforts of different schools of thought that claim to have overcome it. For Dreyfus, the notion of background is linked to our social practices, and Heidegger's controversial "the One" (das Man) is its privileged place of transmission; it is also that which would definitively collapse the Cartesian representationalist legacy. [ABSTRACT FROM AUTHOR]

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Copyright of Anales del Seminario de Historia de la Filosofía is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Este artículo explora las relaciones y diferencias entre el racionalismo cartesiano y el positivismo de Auguste Comte, dos corrientes filosóficas que, aunque distantes en el tiempo, comparten ciertos objetivos epistemológicos. A partir del análisis de la duda metódica de René Descartes y su énfasis en la razón, se examina cómo el cartesianismo busca un conocimiento fundado en certezas claras y distintas, frente al positivismo, que se enfoca en la observación empírica y rechaza la especulación metafísica. Aunque Comte rechazaba los aspectos metafísicos de Descartes, ambos defendieron la creación de un sistema unificado de conocimiento que abarque todas las disciplinas. A través de una revisión de autores clave como Leibniz, Spinoza y Neurath, se destacan las influencias y tensiones entre estas corrientes, contribuyendo al entendimiento del legado filosófico de ambas.

Este artículo examinará cómo la agencia opera en los mundos humanos y no-humanos en la creación y mantenimiento de la sociedad desde el punto de vista indígena. Como resultado de los procesos de colonización, las categorías esenciales de la concepción indígena del mundo (lo femenino y la tierra) han sido corrompidas desconectándose en las sociedades indígenas en cuanto a la manifestación de su forma de agencia. A través de una comparación entre la separación epistemológico-ontológica occidental y la concepción indígena del Lugar-Pensamiento, este artículo argumentará que la agencia se ha adjudicado erróneamente solamente a los humanos, suprimiendo la agencia no-humana constitutiva de una sociedad. Esto se logra en parte mitologizando las historias indígenas del origen y disociando los actos de comunicación, de elaboración de tratados y acuerdos históricos que los humanos han llevado a cabo con el mundo animal, con el mundo del cielo, con el mundo de los espíritus, etc. Para que el colonialismo sea operativo, debe intentar hacer que los pueblos indígenas se descrediten a sí mismos y a sus historias. Este artículo intenta reafirmar la conexión sagrada entre lugar, lo no-humano y lo humano en un intento por acceder a la “mente pre-colonial”.

En este artículo, analizo cómo el trabajo de Mireia Sallarés "Las 7 cabronas e invisibles de Tepito" interrumpe el ocularcentrismo y hace aparecer la percepción y la escucha, proponiendo el trueque de una forma de mirar por una forma de sentir. A partir de un recorrido por otras rutas para aprender y construir saberes, se propone imaginar alternativas epistémicas basadas en la intersubjetividad y los afectos. Frente a la primacía del ojo que atrapa en el ámbito estético, la escucha deviene intento de amar al otro y con él de amar su lengua y su intraducibilidad.

Innovar es reconocida como una revista destacada en los campos de las ciencias sociales, la administración y la contabilidad en Iberoamérica. A diferencia de las revistas o magazines institucionales, que difunden los resultados de la investigación y la docencia que se realiza en determinadas facultades, universidades o asociaciones profesionales, esta es una publicación de carácter científico y por lo tanto está dirigida a una comunidad disciplinar e investigativa más amplia. De ahí que uno de nuestros principales criterios para la publicación de los artículos que ingresan al proceso de evaluación sea la validez científica de sus resultados.

Em Portugal, as provas de aferição foram introduzidas na disciplina de Educação Física com o objetivo de fornecer informações que levem a melhores aprendizagens, o que se traduz em conhecimento novo posto à disposição dos agentes e, por isso, tem implicações na epistemologia da disciplina. Contudo, esse processo está a decorrer sem escrutínio científico, o que é relevante, porque sabemos que as avaliações externas das aprendizagens podem ter efeitos imprevistos e levar a discursos de autoridade ideológica sobre a escola. Assim sendo, importa questionar sobre quais são os discursos que justificam as provas de aferição, qual é a validade e confiabilidade das provas; e quais são as interações entre o conhecimento oferecido pelas provas e as práticas letivas. Para responder, foi implementada uma investigação, inscrita no paradigma interpretativo, na modalidade de estudo de caso instrumental e com abordagem qualitativa, com recurso a análise documental e a análise de conteúdo. Os resultados sugerem que as provas de aferição são implementadas, também, com objetivos de controlo das práticas de Educação Física no 1.º ciclo, de valorização social da disciplina e medem uma parte diminuída das aprendizagens dos alunos, através de processos muito pouco confiáveis. Ainda assim, os resultados são usados para influenciar a generalidade do processo de ensino, o que traduz encobrimento curricular. Conclui-se que as provas suportam a metamorfose epistemológica da Educação Física, do cuidado para o clínico, do sentido para o dever, do jogo para a repetição e da coevolução para a linearidade.

RESUMO Este ensaio discute a dimensão metodológica na pesquisa qualitativa para apoiar movimentos de transição paradigmática da saúde coletiva. Busca refletir sobre limites, necessidades, desafios e avanços que os autores têm construído para trabalhar ‘junto com’ os territórios, as organizações comunitárias e os movimentos sociais que neles atuam a partir de metodologias sensíveis co-labor-ativas. Um dos objetivos principais dessas metodologias envolve o poder de agência em processos instituintes dos sujeitos que vivem, trabalham e se mobilizam nos territórios, em particular, no reconhecer, validar e apoiar a produção de conhecimentos voltados à transformação social, à luta por direitos, à busca por dignidade e do bem viver. A partir da construção de Territórios Sustentáveis e Saudáveis no contexto de uma agenda marcada por crises socioambientais, propõe-se um resgate da epistemologia com sabedoria que alie dimensões ontológicas, metodológicas, pedagógicas, artísticas e afetivas. Nesse sentido, a transformação social também implica a mudança de um modelo hegemônico de ciência que, em nome da objetividade, exclui sistemas de conhecimentos e experiências nascidas em outras esferas da vida em comunidade, inclusive as tradicionais. Encerra-se com uma breve apresentação de experiências recentes de encontros de saberes e projetos de pesquisa que ilustram as metodologias sensíveis propostas.

Este artículo tiene como propósito resaltar las aproximaciones ontológicas sobre las tensiones mismidad/otredad, como articulación posible entre lo arqueológico y lo genealógico. Desde una revisión documental hermenéutica se analizan algunos de los aportes más relevantes que desde los estudios culturales y postcoloniales se han formulado respecto de la categoría de diferencia en la reflexión filosófica en diálogo con la educación. La noción de diferencia nos lleva a su connotación epistémica, a la historia pluridisciplinar de los mestizajes que se convierte en una base para la reflexión sobre la educación. Asimismo, el problema del margen impone la toma de conciencia sobre los giros sociales de las llamadas éticas aplicadas, poniendo en un movimiento de apertura los metadiscursos y anudamientos instituidos históricamente entre saber, poder y estrategias micropolíticas de normalización, que se atraviesan desde el campo bio-médico para reproducirse en los de la pedagogía, la didáctica y las metodologías de enseñanza.

Este artículo realiza un análisis en torno a las principales dificultades epistemológicas que hoy, enfrenta el enfoque de educación inclusiva, a la luz del discurso de igualdad de oportunidades. Inicialmente, describe un cierto vacío epistémico al interior de las ciencias de la educación y, por tanto, un saber pedagógico incoherente, respecto de los dilemas fundacionales que éste se ha propuesto resolver. Se observa un modelo de desplazamiento que avanza por encima de problemáticas del nuevo siglo, evidenciando un modelo o enfoque paradigmático híbrido o preconstruido, frente a los desafíos y transformaciones que las sociedades postmodernas exigen en tiempos de exclusión. Se concluye sobre la necesidad de avanzar hacia el aseguramiento de un campo de problematización curricular, didáctica y evaluativa oportuna en la materia.

A concepção sobre o que é ciência é construída ao longo da interação do sujeito com o mundo. A fim de investigar como futuros professores de Ciências Exatas e Ciências Biológicas compreendem a natureza da Ciência (NdC). A pesquisa foi realizada ao longo do ano de 2022 e início de 2023, pautada no questionário Views of Nature of Science Questionnaire (VNOS-C), com algumas adaptações e, aplicado dentro de um formulário do Google Forms. Os alunos responderam ao questionário nas disciplinas de História e Filosofia da Ciência (HFC) e de Epistemologia e Ensino de Ciências (EEC), ao final delas. Os dados permitem levantar indícios de que parece não haver muitos avanços nas concepções de licenciandos. Suas concepções de ciência ainda se enraízam numa visão perspectivas positivistas e empiristas, que por vezes reconhecem um único método de produzir ciência, àquele vinculado à experimentação. Não há clareza entre a ideia de teoria e lei científica. E, pouco valor creditam ao papel da criatividade no fazer científico. Portanto, a partir deste estudo pontual, podemos inferir, em conjunto com leituras da área, que cabem, na formação inicial dos professores, alguns apontamentos para o campo de pesquisas em Educação em Ciências, são necessários aprofundamentos acerca da história, da filosofia, da sociologia e da psicologia das ciências, ou as metaciências na formação de professores. Essas concepções levam tempo para serem (re)construídas e exigem uma carga maior de trabalho que seja relativa a todo o currículo e não apenas concentrada em uma ou duas disciplinas da grade de cada curso.

Resumen: Este artículo, de revisión teórica, busca reflexionar sobre las estructuras coloniales y la continuidad entre el colonialismo moderno y la colonialidad global. Como problematización de la Psicología hegemónica moderna/colonial, identificamos algunas expresiones de reproducción colonial, en particular el silenciamiento epistémico de pueblos tradicionales/ancestrales. Articulamos reflexiones en torno a los feminismos negros, la epistemología ch´ixi y la biointeracción que inspiran la contracolonización, descolonización y despatriarcalización de la Psicología como posicionamientos centrales para las psicologías otras . Tenemos en cuenta el riesgo de la recolonización, que nos advierte Silvia Rivera-Cusicanqui. Reivindicamos la emergencia de las psicologías contrahegemónicas capaces de movilizar, florecer y redefinirse como expresión del saber comprometido con los pueblos de la tierra y la vida.

Resumo O artigo tem como objetivo propor uma sistematização dos paradigmas epistemológicos já identificados por pesquisas que estudaram o estado da arte da epistemologia da administração. Tal sistematização é realizada por meio de uma resenha analítica, na qual um modelo de análise, fruto de um consórcio teórico entre Alberto Guerreiro Ramos e Jean Piaget, é o fio condutor. Os diferentes paradigmas são analisados em função de seu grau de reflexividade, tendo como pano de fundo os fundamentos filosóficos da epistemologia geral. No campo da epistemologia da administração, foi observado que, dos trabalhos seminais aos atuais, os diferentes autores defendem um descentramento reflexivo capaz de gerar um movimento que leve a teoria das organizações do construto, chamada por Ramos de teoria da necessidade, para o campo da teoria da possibilidade e além, superando a utilização de arquétipos platônicos/aristotélicos/cartesianos por arquétipos kantianos e pós-kantianos. O modelo de análise é aplicado uma segunda vez, agora nos resumos das últimas 30 teses de um programa de pós-graduação em administração, defendidas de julho de 2019 a novembro de 2022. Foram analisados 10 resumos de cada uma das três linhas de pesquisa do programa. Nessa segunda aplicação, o modelo foi ajustado com a inclusão de outros aspectos teóricos e metodológicos, passando a conter 9 indicadores de reflexividade. Foi demonstrado que, em função dos diferentes graus de reflexividade, cada linha de pesquisa apresenta uma característica própria na forma de aplicar teorias e métodos.