Historical-epistemological demarcation of the teaching area (46) regarding the education area (38) of CAPES
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Actio (Curitiba) |
Texto Completo: | https://periodicos.utfpr.edu.br/actio/article/view/14923 |
Resumo: | This essay presents aspects that demarcate the area of Teaching (Area 46), in the context of Brazilian Graduate Programs, as independent of the area of Education (Area 38), as listed by the Coordination for the Improvement of Higher Education Personnel (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES), both of which are proposed as thought collectives. The arguments listed derive from the epistemological understanding of the constitution of thought collectives, as devised in the philosophy of Ludwick Fleck. The discursive itinerary is developed through the epistemological argument of the insufficiency of the attempt at a merely conceptual or terminological definition of an area based on the terms Education and Teaching. We assume the constitution of an area, now understood as a thought collective, as based on the socio-academic conditions of its establishment, extent, and transformation. The historical-constitutive characteristics of the thought style which govern those areas are distinct in relation to theoretical framework, research procedures, central epistemological currents, undergraduate and graduate education of its members. In order to support such arguments those characteristics are illustrated, through data limited to the reality of graduate studies, in those areas, in a particular state, in this case, the state of Paraná. Thus, this text collaborates with the debate for the maintenance of the independence of those areas within CAPES, each contributing with its specificities, in addition to the inevitable nuances inherent to the development of human resources. |
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Historical-epistemological demarcation of the teaching area (46) regarding the education area (38) of CAPESDemarcação histórico-epistemológica da área de ensino (46) frente à área de educação (38) na CAPESEducaçãoÁreas de Pesquisa; Epistemologia Fleckiana; Coletivos de PensamentoResearch Area; Fleckian Epistemology; Thought collectivesThis essay presents aspects that demarcate the area of Teaching (Area 46), in the context of Brazilian Graduate Programs, as independent of the area of Education (Area 38), as listed by the Coordination for the Improvement of Higher Education Personnel (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES), both of which are proposed as thought collectives. The arguments listed derive from the epistemological understanding of the constitution of thought collectives, as devised in the philosophy of Ludwick Fleck. The discursive itinerary is developed through the epistemological argument of the insufficiency of the attempt at a merely conceptual or terminological definition of an area based on the terms Education and Teaching. We assume the constitution of an area, now understood as a thought collective, as based on the socio-academic conditions of its establishment, extent, and transformation. The historical-constitutive characteristics of the thought style which govern those areas are distinct in relation to theoretical framework, research procedures, central epistemological currents, undergraduate and graduate education of its members. In order to support such arguments those characteristics are illustrated, through data limited to the reality of graduate studies, in those areas, in a particular state, in this case, the state of Paraná. Thus, this text collaborates with the debate for the maintenance of the independence of those areas within CAPES, each contributing with its specificities, in addition to the inevitable nuances inherent to the development of human resources.Este ensaio expõe aspectos que demarcam a área de Ensino (Área 46) no contexto da Pós-Graduação Brasileira como uma área independente da área de Educação (Área 38) na Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), ambas visadas como coletivos de pensamento. Os argumentos aqui arrolados decorrem da compreensão epistemológica da constituição de coletivos de pensamento, como desenvolvido na filosofia de Ludwick Fleck. O itinerário discursivo se desenvolve pelo argumento epistemológico da insuficiência da tentativa de definição meramente conceitual ou terminológica de uma área a partir dos termos Educação e Ensino. Assume-se a constituição de uma área, ora entendida como coletivo de pensamento, a partir das condições socioacadêmicas de sua instauração, extensão e transformação. As características histórico-constitutivas do estilo de pensamento que regem ambas as áreas se mostram distintas no que concerne ao referencial teórico, aos procedimentos de pesquisa, às correntes epistemológicas centrais, à formação acadêmica inicial e pós-graduada dos seus membros; características essas que procura-se ilustrar, de modo a melhor subsidiar a argumentação, por meio de dados circunscritos à realidade da pós-graduação dessas áreas de um estado em particular, no caso, o Paraná. Assim, esse texto colabora com o debate para a manutenção da independência das áreas no âmbito da Capes, cada uma contribuindo em suas especificidades, para além de inevitáveis sombreamentos que são próprios à formação de recursos humanos.Universidade Tecnológica Federal do Paraná (UTFPR)Klüber, Tiago EmanuelChristofoletti, João Fernando2023-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos pares, Artigos Originais, Artigos de RevisãoEnsaio Filósofico-Epistemológicoapplication/pdfhttps://periodicos.utfpr.edu.br/actio/article/view/1492310.3895/actio.v8n1.14923ACTIO: Teaching in Sciences; v. 8, n. 1 (2023); 1-20ACTIO: Docência em Ciências; v. 8, n. 1 (2023); 1-202525-892310.3895/actio.v8n1reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/actio/article/view/14923/9445https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/14923/2678Direitos autorais 2023 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2023-04-26T19:29:40Zoai:periodicos.utfpr:article/14923Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2023-04-26T19:29:40Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false |
dc.title.none.fl_str_mv |
Historical-epistemological demarcation of the teaching area (46) regarding the education area (38) of CAPES Demarcação histórico-epistemológica da área de ensino (46) frente à área de educação (38) na CAPES |
title |
Historical-epistemological demarcation of the teaching area (46) regarding the education area (38) of CAPES |
spellingShingle |
Historical-epistemological demarcation of the teaching area (46) regarding the education area (38) of CAPES Klüber, Tiago Emanuel Educação Áreas de Pesquisa; Epistemologia Fleckiana; Coletivos de Pensamento Research Area; Fleckian Epistemology; Thought collectives |
title_short |
Historical-epistemological demarcation of the teaching area (46) regarding the education area (38) of CAPES |
title_full |
Historical-epistemological demarcation of the teaching area (46) regarding the education area (38) of CAPES |
title_fullStr |
Historical-epistemological demarcation of the teaching area (46) regarding the education area (38) of CAPES |
title_full_unstemmed |
Historical-epistemological demarcation of the teaching area (46) regarding the education area (38) of CAPES |
title_sort |
Historical-epistemological demarcation of the teaching area (46) regarding the education area (38) of CAPES |
author |
Klüber, Tiago Emanuel |
author_facet |
Klüber, Tiago Emanuel Christofoletti, João Fernando |
author_role |
author |
author2 |
Christofoletti, João Fernando |
author2_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Klüber, Tiago Emanuel Christofoletti, João Fernando |
dc.subject.por.fl_str_mv |
Educação Áreas de Pesquisa; Epistemologia Fleckiana; Coletivos de Pensamento Research Area; Fleckian Epistemology; Thought collectives |
topic |
Educação Áreas de Pesquisa; Epistemologia Fleckiana; Coletivos de Pensamento Research Area; Fleckian Epistemology; Thought collectives |
description |
This essay presents aspects that demarcate the area of Teaching (Area 46), in the context of Brazilian Graduate Programs, as independent of the area of Education (Area 38), as listed by the Coordination for the Improvement of Higher Education Personnel (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES), both of which are proposed as thought collectives. The arguments listed derive from the epistemological understanding of the constitution of thought collectives, as devised in the philosophy of Ludwick Fleck. The discursive itinerary is developed through the epistemological argument of the insufficiency of the attempt at a merely conceptual or terminological definition of an area based on the terms Education and Teaching. We assume the constitution of an area, now understood as a thought collective, as based on the socio-academic conditions of its establishment, extent, and transformation. The historical-constitutive characteristics of the thought style which govern those areas are distinct in relation to theoretical framework, research procedures, central epistemological currents, undergraduate and graduate education of its members. In order to support such arguments those characteristics are illustrated, through data limited to the reality of graduate studies, in those areas, in a particular state, in this case, the state of Paraná. Thus, this text collaborates with the debate for the maintenance of the independence of those areas within CAPES, each contributing with its specificities, in addition to the inevitable nuances inherent to the development of human resources. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-03-01 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares, Artigos Originais, Artigos de Revisão Ensaio Filósofico-Epistemológico |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.utfpr.edu.br/actio/article/view/14923 10.3895/actio.v8n1.14923 |
url |
https://periodicos.utfpr.edu.br/actio/article/view/14923 |
identifier_str_mv |
10.3895/actio.v8n1.14923 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.utfpr.edu.br/actio/article/view/14923/9445 https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/14923/2678 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2023 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2023 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
dc.source.none.fl_str_mv |
ACTIO: Teaching in Sciences; v. 8, n. 1 (2023); 1-20 ACTIO: Docência em Ciências; v. 8, n. 1 (2023); 1-20 2525-8923 10.3895/actio.v8n1 reponame:Actio (Curitiba) instname:Universidade Tecnológica Federal do Paraná (UTFPR) instacron:UTFPR |
instname_str |
Universidade Tecnológica Federal do Paraná (UTFPR) |
instacron_str |
UTFPR |
institution |
UTFPR |
reponame_str |
Actio (Curitiba) |
collection |
Actio (Curitiba) |
repository.name.fl_str_mv |
Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR) |
repository.mail.fl_str_mv |
marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br |
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1797239983093841920 |