1,721,037 research outputs found
Political-philosophical legacies of teaching and learning philosophy: from de field of philosophy teaching to the training trajectory at UNESP
No full textO objetivo desta tese consiste em problematizar as heranças de formação que irradiam, de um lado, em nossas práticas de ensinar e aprender filosofia e, de outro, em nossas práticas de pesquisa na área do ensino de filosofia. Investigamos como a convivência no campo do Ensino de Filosofia e no curso de licenciatura de filosofia da Universidade Estadual Paulista (UNESP), pela nossa trajetória no Grupo de Estudo e Pesquisa sobre o Ensino de Filosofia (ENFILO), permite a emergência de uma forma específica de pesquisar sobre o ensino de filosofia, perspectivado principalmente como um problema filosófico, e, além disso, uma forma de ensinar e aprender filosofia em que a experimentação filosófica seja uma possibilidade para professores e estudantes em sala de aula. Defendemos que as heranças do campo e de nossa formação de professores são recepcionadas dentro do ENFILO e se reinventam como uma prática ético-formativa que emerge como resistência a um disciplinamento moral teórico-prático, e se faz imanente à vida, possibilitando que o filosofar esteja presente tanto na maneira de pesquisar, bem como no que diz respeito às relações educativas. Para tanto, no primeiro capítulo, partimos do debate contemporâneo em torno do campo do Ensino de Filosofia – em que um grupo de pesquisadores da área coloca em questão as relações epistemológicas, éticas, estéticas e políticas que constituem o campo –, e questionamos quais relações mantemos com o campo do Ensino de Filosofia e como elas ressoam nos professores e pesquisadores que nos tornamos. Essas heranças são perspectivadas pela leitura que fazemos da emergência do campo do Ensino de Filosofia e, concomitantemente, da virada discursivo-filosófica que deslocou as produções acadêmicas de um registro pedagógico para colocá-las como uma problemática também de ordem filosófica. No segundo capítulo, verificamos como essas heranças se capilarizam no ENFILO, grupo do qual fazemos parte desde o início de nossa trajetória formativa no curso de filosofia da UNESP. Reconstituímos o contexto de criação do grupo e sua relação com as pesquisas de filosofia da educação, além de retomar os projetos de pesquisa e docência, de maneira a dar forma às características e aos potenciais éticos de uma política filosófica de ensinar e aprender filosofia e de pesquisar no assunto. No terceiro capítulo, mostramos como essa política filosófica, ou filosofia do ensino de filosofia, do ENFILO, só se faz possível como resistência à formação histórico-filosófica no curso de licenciatura da UNESP, além de ser impulsionada e influenciada por um projeto artístico de formação de filósofos. Investigamos a proveniência das práticas de ensinar e aprender de nossa formação de professores, de maneira a destacar sua relação com os hábitos e os ritos institucionais hegemônicos da filosofia acadêmica, deslocando-as, assim, das hipóteses comuns que costumam associar nossas heranças formativas à rotina filosófica implementada na Universidade de São Paulo (USP). Analisamos como o funcionamento dessas heranças na UNESP permite a cisão da experiência de filosofar das práticas de ensinar e aprender filosofia. E, em contrapartida, mostramos como, mesmo dentro do curso, já existiam tentativas de resgatar a visceralidade do filosofar – cujas práticas nos servem de inspiração –, em oposição à redução das relações educativas no curso às práticas do comentário e leitura de textos filosóficos. O encontro dessas heranças político-filosóficas em nós faz-nos vislumbrar uma filosofia de professores, uma experiência de pensamento coletiva em que já não há mais a cisão entre filosofar, ensinar e aprender filosofia.The objective of this thesis is to problematize the training legacies that radiate, on the one hand, in our practices of teaching and learning philosophy and, on the other hand, research in the area of philosophy teaching. We investigated how coexistence in the field of Philosophy Teaching and in the philosophy degree course at the Universidade Estadual Paulista (UNESP), through our trajectory in the Study and Research Group on Philosophy Teaching (ENFILO), allows, on the one hand, the emergence of a specific way of researching philosophy teaching, seen mainly as a philosophical problem, and, on the other, a way of teaching and learning philosophy in which philosophical experimentation is a possibility for teachers and students in the classroom. We argue that the legacies of the field and of our teacher training at UNESP are welcomed within ENFILO and are reinvented as an ethical-training practice that emerges as resistance to theoretical-practical moral disciplining, and becomes immanent to life, enabling the philosophizing is present both in the way of research, as well as with regard to educational relationships. To this end, in the first chapter, we start from the contemporary debate surrounding the field of Philosophy Teaching – in which a group of researchers in the area put into question the epistemological, ethical, aesthetic and political relationships that constitute the field –, and we question which relationships we maintain with the field of Teaching Philosophy and how they resonate with the teachers and researchers we become. These legacies are put into perspective by our reading of the emergence of the field of Philosophy Teaching and, concomitantly, the discursivephilosophical turn that displaced academic productions from a pedagogical register to place them as a problematic of a philosophical nature. In the second chapter, we see how these legacies are widespread in ENFILO, a group of which we have been part since the beginning of our formative trajectory in the philosophy course at UNESP. We reconstituted the context in which the group was created and its relationship with philosophy of education research, in addition to resuming research and teaching projects, in order to give shape to the characteristics and ethical potentials of a philosophical policy of teaching and learning philosophy and research the teaching of philosophy. In the third chapter, we show how this philosophical policy, or philosophy of teaching philosophy, of ENFILO, is only possible as resistance to historicalphilosophical training in the UNESP undergraduate course, in addition to being driven and influenced by an artistic training project of philosophers. We investigated the origin of the teaching and learning practices of our teacher training, in order to highlight their relationship with the hegemonic institutional habits and rites of academic philosophy, thus moving them away from the common hypotheses that usually associate our training heritage with routine philosophy implemented at the University of São Paulo (USP). We analyze how the functioning of these legacies at UNESP allows the separation of the experience of philosophizing from the practices of teaching and learning philosophy. And, on the other hand, we show how, even within the course, there were already attempts to rescue the viscerality of philosophizing – whose practices serve as inspiration –, as opposed to the reduction of educational relationships in the course to the practices of commenting and reading philosophical texts. The encounter of these political-philosophical legacies within us makes us envision a philosophy of teachers, a collective thought experience in which there is no longer a division between philosophizing, teaching and learning philosophyCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)CAPES: 00
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Notes for understanding the constitution of the subject in Freud
No full textIn this paper we intend to understand the functioning of Freudian psychism concerning the constitution of the psychic subject in his relation with knowledge. In order to do that, we will analyze one of the most important writings by Freud: An Outline of Psycho-Analysis. This choice was made because we think that the author synthesizes his thought in that book, whose maturity makes possible for us to access a later elaboration of the functioning and the conceptions we intend to analyze: The regions of Psychic apparatus; The problem of the Psycho-Analysis approach: science and philosophy; and The psychic qualities of the subject.Neste trabalho temos a intenção de compreender o funcionamento do psiquismo freudiano no que diz respeito à constituição do sujeito psíquico. Para isso, vamos analisar um dos mais importantes escritos de Freud: Esboço de Psicanálise. Essa escolha se dá pelo fato de entendermos que o autor sintetiza seu pensamento nessa obra, cuja maturidade nos possibilita ter acesso a uma elaboração mais tardia dos funcionamentos e conceituações que pretendemos analisar, a saber: As regiões do aparelho psíquico, O problema da abordagem psicanalítica: ciência e filosofia; e As qualidades psíquicas do sujeito.Doutor em Educação (UNESP). Professor da UNESP, campus de Marília
Notas para a compreensão da constituição do sujeito em Freud
No full textIn this paper we intend to understand the functioning of Freudian psychism concerning the constitution of the psychic subject in his relation with knowledge. In order to do that, we will analyze one of the most important writings by Freud: An Outline of Psycho-Analysis. This choice was made because we think that the author synthesizes his thought in that book, whose maturity makes possible for us to access a later elaboration of the functioning and the conceptions we intend to analyze: The regions of Psychic apparatus; The problem of the Psycho-Analysis approach: science and philosophy; and The psychic qualities of the subject.Neste trabalho temos a intenção de compreender o funcionamento do psiquismo freudiano no que diz respeito à constituição do sujeito psíquico. Para isso, vamos analisar um dos mais importantes escritos de Freud: Esboço de Psicanálise. Essa escolha se dá pelo fato de entendermos que o autor sintetiza seu pensamento nessa obra, cuja maturidade nos possibilita ter acesso a uma elaboração mais tardia dos funcionamentos e conceituações que pretendemos analisar, a saber: As regiões do aparelho psíquico, O problema da abordagem psicanalítica: ciência e filosofia; e As qualidades psíquicas do sujeito
A imanência como "lugar" do ensino de filosofia Immanence as the "place" of the teaching of philosophy
Get PDFA intenção do presente artigo é pensar a problemática do ensino de filosofia a partir da obra de Deleuze e Guattari. Esses autores criaram uma série de conceitos, em seu fazer filosófico, para entender o que seria fazer filosofia, ou seja, para entender a atividade filosófica que se distanciasse de uma reflexão sobre alguma coisa e se fundasse em um ato de criação filosófica. Segundo os autores, existem quatro conceitos que corroboram para entender esse fazer filosófico, quais sejam: conceito, plano de imanência, personagem conceitual e problema. Tem-se como hipótese que tais conceitos podem contribuir para se pensar o ensino de filosofia na contemporaneidade de modo diferenciado do qual vem sendo tratado. Foi dada especial atenção a um desses conceitos: plano de imanência, engendrado na última obra conjunta desses autores, O que é a filosofia? (1997). Buscou-se, na obra desses autores, a caracterização de imanência e, consecutivamente, de plano de imanência para entender como se pode pensar o ensino de filosofia de forma diferenciada e de modo tal a distanciá-lo de uma adequação conceitual a um transcendente ou a um transcendental, a qual, no entender dos autores trabalhados, levaria o conceito de ensino a um dogmatismo conceitual. A proposta deste artigo é buscar uma saída para o problema, pensando o ensino de filosofia a partir da imanência mesma na qual este se produz.The aim of this article is to think the problem of the teaching of philosophy from the perspective of the work of Deleuze and Guattari. These authors have created a series of concepts along their philosophical work to understand what it means to do philosophy, that is, to understand a philosophical activity that moves away from the reflection upon something, to be founded on an act of philosophical creation. According to them, there are four concepts that contribute to understand such philosophical work, namely Concept, Plane of Immanence, Conceptual Persona, and Problem. We assume that these concepts can be useful to think the contemporary teaching of philosophy in a way different from what has been the case. Special attention was given to one of these concepts, Plane of Immanence, developed in the last joint work of these authors, What is philosophy? (1997). We have sought in the work of these authors to understand how one can think the teaching of philosophy in such a way as to distance it from a conceptual fitting to a transcendent or transcendental, which according to the authors employed here would push the concept of teaching into a conceptual dogmatism. The proposal of this article is to seek a way out of this problem, thinking the teaching of philosophy based on the very immanence in which this teaching is produced
Notas para a compreensão da constituição do sujeito em Freud
No full textIn this paper we intend to understand the functioning of Freudian psychism concerning the constitution of the psychic subject in his relation with knowledge. In order to do that, we will analyze one of the most important writings by Freud: An Outline of Psycho-Analysis. This choice was made because we think that the author synthesizes his thought in that book, whose maturity makes possible for us to access a later elaboration of the functioning and the conceptions we intend to analyze: The regions of Psychic apparatus; The problem of the Psycho-Analysis approach: science and philosophy; and The psychic qualities of the subject.Neste trabalho temos a intenção de compreender o funcionamento do psiquismo freudiano no que diz respeito à constituição do sujeito psíquico. Para isso, vamos analisar um dos mais importantes escritos de Freud: Esboço de Psicanálise. Essa escolha se dá pelo fato de entendermos que o autor sintetiza seu pensamento nessa obra, cuja maturidade nos possibilita ter acesso a uma elaboração mais tardia dos funcionamentos e conceituações que pretendemos analisar, a saber: As regiões do aparelho psíquico, O problema da abordagem psicanalítica: ciência e filosofia; e As qualidades psíquicas do sujeito
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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