This article does not intend to develop a historical method of analyzing the present, but to reflect on whether it would be possible to observe it based on the relationship between the methodological thinking of Michel Foucault's Genealogy of Power and Marshall McLuhan's Theory of Means. Therefore, through a theoretical and exploratory method, to understand how the French scholar developed his methods of analysis, this reflection must be initiated by the understanding that the Genealogy of Power is preceded, in Foucault's work, by the development of what he called as Archeology of Knowledge. After this understanding, augmented by the reading of the archaeological method, carried out by Giorgio Agamben, the intention is to relate the Theory of Media to the Genealogy of Power. This intersection seeks to suggest a path for a historical analysis of Late Modernity, which considers the transformations produced using the media. What we are looking for are signs that may indicate a path to confirm the possibility that these relationships can reveal, through the analysis of present dilemmas, the discursive tricks of knowledge and the dynamics in power relations mediated by communication processes.
The study addresses the need to identify and incorporate skills and competencies in Generative Technologies (TecGen) into the curriculum improvement processes of accounting courses in Higher Education Institutions (HEIs), due to the growing demand of the labor market and digital transformation. The initial analysis reveals that knowledge management in Brazilian HEIs is restricted to primary Stakeholders (faculty, students, and government), generating epistemological exclusion for the Shareable Knowledge Management (SKM) of peripheral Stakeholders (Ministry of Labor and Employment, Outplacement Companies, and Civil Society entities). A Framework is proposed for the Socialization, Externalization, Combination, Internalization (SECI) conversion cycles, and for the Stakeholder Salience and Stakeholder Capitalism models, tested in three HEIs, by increasing the participation of peripheral Stakeholders in the continuous process of curriculum updating. Qualitative, exploratory, and descriptive research employed Content Analysis in two stages: secondary data collection (governmental regulatory documents, professional council documents, civil society, and outplacement companies), and primary data (semi-structured questionnaires applied to faculty, students, alumni, and outplacement professionals). The results indicate that the investigated HEIs do not fully utilize the data from all peripheral Stakeholders, evidencing limitations in faculty learning and curriculum updating. As a response, the Curricular Innovation Ecosystem Model is proposed, aiming to institutionalize the participation of multiple actors in technical-administrative, ethical, and philosophical guidelines, aligning the professional training process with the nuances required by the labor market.
This study aims to digitally represent the extortion crisis in Peru between 2024 and 2025 by analyzing YouTube comments to identify the most relevant discursive categories. A sequential mixed-methods design was used, combining a quantitative component based on natural language processing techniques and a BERT model to classify comments, with a qualitative component that reconstructed a chronology of events and analyzed the relationship between peaks in online conversation, transportation strikes, and media coverage. The results reveal that online conversation is not triggered by isolated crimes, but rather by strikes that compel traditional media to cover the issue, generating a sharp increase in online interaction. The most frequent narratives focus on criticism of the state and demands for punitive measures, demonstrating an outraged citizenry that favors stricter security solutions. The media reaction is presented as late and reactive, which delays the incorporation of the problem into the public agenda and prolongs the feeling of vulnerability. This work provides a replicable framework for the study of criminal phenomena in digital environments and demonstrates the role of social protest as a trigger for visibility and discussion online, offering inputs to understand how citizen pressure shapes the media and political agenda.
The aim of this article is to critically examine the scientific status of the main classical proposals for classifying organizations developed within organizational theory. Based on a documentary review and a conceptual analysis of authors such as Etzioni, Blau and Scott, Parsons, Katz and Kahn, Mintzberg, and Pugh, Hickson and Hinings, the paper analyzes typologies that, although useful for describing basic aspects of organizational diversity, exhibit ontological and epistemological limitations that prevent them from being considered scientific classifications. These proposals rely on non-central attributes, lack hierarchical conceptual systems, do not provide formal criteria of discrimination and commonality, and fail to theoretically explain the origins of organizational diversity. When contrasted with criteria derived from philosophy of science, systematics, and taxonomy, it is argued that these typologies operate at a pre-theoretical and predominantly prescriptive level. The article concludes that there remains a clear need to develop rigorous organizational systematics grounded in solid ontological and epistemological criteria capable of overcoming the limitations of traditional typologies.
The article proposes a critical review of social studies of science and laboratory ethnographies in order to situate the theoretical and methodological contributions of anthropology to the understanding of science. A proposal termed an anthropology of/for science is developed, which integrates epistemological principles (holism, reflexivity, comparison, and estrangement) with classical anthropological categories (myth, ritual, kinship, and exchange) to understand science as an integral cultural phenomenon. This proposal seeks, on the one hand, to engage in dialogue with science and rethink its conditions of social and ontological legitimation; on the other, to reorient anthropology beyond its historical confinement to the "savage niche," reclaiming its classical tools for the study of new objects of knowledge. In conclusion, it is argued that anthropology of/for science constitutes an epistemological and political turn that reactivates anthropological repertoires in order to critically reposition the discipline and affirm its distinctive place vis-& agrave;-vis CTS/STS studies in the analysis of contemporary forms of scientific knowledge production.
This paper presents a proposal for the critical analysis of images based on a transdisciplinary and multidimensional approach. It starts from the idea that all visual reading is permeated by a situated gaze and that images should not be understood as isolated or transparent things, but as complex and active configurations in the construction of meaning. To this end, the concept of conceptual montage is introduced as an analytical tool that allows us to interrogate the way images teach, affect, and configure subjectivities. The objective is to define the aesthetic, political, pedagogical, and affective dimensions of images, understood as key to a critical approach to the visual. It proposes to examine theoretical contributions from different authors and a dialogue with a selection of images. The article is organized into three sections: the first defines conceptual montage; the second analyzes a series of images from this perspective; and the third presents the conclusions, which seek to open new lines of reflection on contemporary ways of seeing and interpreting images.
Almost 40 years ago, Gayatri Spivak proposed the concept of "epistemic violence" as the key to revealing the structure of asymmetrical power between Victorian England and its colonized periphery. This line of thinking about cognitive injustice between the center and the periphery has also been addressed by Latin American intellectuals. This paper reviews the propositions about epistemic violence in order to arrive at a provisional conceptualization, without attempting to exhaust all theoretical possibilities, given the magnitude of the subject, examines its influence on disciplines such as anthropology and analyzes its manifestations in literature, taking as an example the collection of short stories El informe de Brodie by Jorge Luis Borges. These texts, which focus on topics such as evangelization, the subjugation of "savage Indians," or references to Latin American history, constitute a dual form of governmentality-both internally and externally-and a suppression of the Other's knowledge.
In this theoretical scope work, the concept of Investigative Internship (II) is discussed as a method of theoretical and methodological organization built from principles that value the supervised internship as a teaching learning activity and research as a training strategy for the intern. The discussions result from the articulation between research results on the subject, bases of the Historical-Cultural Theory and examples with empirical data raised from research guided by the authors. In general, II comprises the collaborative action of groups of trainees, with university supervisors and school supervisors, on two fronts-teaching and research, focused on the concomitant performance of teaching and research activities. Results indicate the potential of II as a fruitful organizational and methodological path, considering the mediated character of their interpersonal relationships guided by motives and objectives, therefore with the potential to convert into intrapersonal relationships, therefore, in development.
With the aim of contributing to the appreciation of diversity through the understanding of the concept of difference in educational processes, we investigated the influence of the philosophy of difference proposed by Gilles Deleuze in publications within the fields of education and science teaching. To this end, we sought to answer the following research question: how do Gilles Deleuze's contributions regarding the concept of difference appear in publications in the field of education and science teaching in Brazil? To answer our question, we conducted a bibliographic review in the main portals of the field. Our results reveal a theoretical density in the broader educational discussions about Deleuze, particularly in the pursuit of breaking patterns and promoting greater diversity in research and teaching methods. However, in the specific field of science education, most publications discuss differences in a secondary manner, despite their fundamental role in the theoretical body of several sciences, especially physics. The appropriation of this theoretical framework can bring new ways of valuing diversity in education and teaching.
This article investigates how ninth-grade students mobilize practices of scientific literacy while examining urban issues and territorial identities in the city of Guarulhos (SP), Brazil. The study analyzes productions developed within the context of the school-based scientific initiation project "Fome de qu & ecirc;?", carried out over the course of an academic year in a private school. The research adopts a qualitative approach of an analytical-interpretive nature, using as its dataset research reports written by student groups and a collective photobook produced during fieldwork conducted in the city. These productions are understood as artifacts of school investigative practice, in which forms of territorial problematization, mobilization of evidence, and the construction of interpretations about urban reality are inscribed. The analysis was conducted through iterative and comparative readings of the materials, considering the articulation between different registers of representation mobilized in the students' productions. The results indicate that the scientific literacy developed in the project assumes a territorialized character and is organized into five interdependent dimensions: territorial problematization of inquiry, an ecology of evidence in school-based investigation, critical reading of the territory, mobilization of languages as investigative practice, and the public circulation of knowledge. These dimensions reveal that students transform urban experiences into investigable problems, articulate diverse forms of evidence, and produce critical interpretations of the city. Based on this analysis, the study proposes an analytical model of territorialized scientific literacy, contributing to the understanding of how territory-oriented investigative practices can articulate school knowledge, critical reading of reality, and knowledge production in Basic Education.
This article investigates the historical trajectory of assessment practices in Mathematics in Brazil since the nineteenth century. Through documentary research and bibliographic review, the study analyzes the political-legal and pedagogical contexts that influenced the historical constitution of school assessment in the country. The research examines educational reforms, legislation, and assessment instruments that impacted the Brazilian educational system, with emphasis on Mathematics as a school subject, seeking to understand assessment not as a neutral device, but as a historical practice shaped by pedagogical and epistemological conceptions. The results indicate that, throughout the historical trajectory analyzed, Mathematics assessment was predominantly associated with functions of control, selection, and certification, with a strong presence of classificatory practices from the Imperial period to the educational reforms of the twentieth century. The persistence of an assessment logic centered on performance measurement is observed, even in the face of reforms that proposed a greater emphasis on formative perspectives. The analysis also shows that the consolidation of positivist epistemological matrices significantly influenced the organization of assessment practices, especially regarding the valorization of objectivity, quantification, and standardization of school results. In the field of Mathematics Education, this influence contributed to the maintenance of assessment practices focused on performance verification and school selection. It is concluded that there is a historical tension between proposals for formative assessment and the practices effectively implemented in Mathematics teaching, showing that legislative and curricular changes were not sufficient to overcome the historically consolidated selective logic. This persistence reinforces the need for critical reflection on the epistemological foundations that underpin school assessment practices.
Aiming to contribute to research on the inclusion of females in scientific careers, this article seeks to answer the following research question: what are the gender and periphery markers present in the professional choices of peripheral girls? To this end, it draws on theoretical frameworks concerning gender and periphery. Subsequently, a qualitative study in education was conducted in two stages: an analysis of empirical data on newcomers (2018-2023) in the Science-Licentiate and Chemical Engineering courses at the Federal University of S & atilde;o Paulo, followed by semi-structured, face-to-face interviews with eight students from these courses, originating from peripheral regions of S & atilde;o Paulo. The results reveal that the choice of a career in science by female peripheral adolescents is permeated by factors such as long commute times on public transportation, the difficulty of balancing studies with domestic chores (a factor also associated with gender stereotypes), the challenge of filling learning gaps resulting from their trajectories in basic education, and the science-related experiences and activities carried out throughout their schooling. Although gender bias in scientific fields is present in the participants' reflections at the time of choosing their course, it does not emerge as a limiting factor in the final decision. It is further concluded that the articulation between gender and periphery markers during the career choice process was crucial for the identity construction of these adolescents.
Early 20th-century young art or avant-garde art is the subject of Ortega y Gasset's main work on aesthetic and artistic themes, The Dehumanization of Art. This book contains a philosophical meditation of a phenomenological nature on this artistic manifestation. Its aim is to start from the fact of the new avant-garde art in order to extract its essential meaning. In this meditation, Ortega discovers, first, that young art is inseparable from its historical and vital context, namely, the crisis of modernity caused by culturalism and economism, and, second, that this art, at the same time, represents the spirit of the new historical era that is emerging and whose sportive and festive sense of life it expresses.
This article analyzes, from the perspective of cognitive sciences and the philosophy of mind, linguistic cognition as a means of teaching and learning, understood as the architect of mental representations. It examines how language shapes the way individuals represent the world and influences the learning of any domain of reality. To this end, the relationship between language, cognitive models, and the semantic model of truth is explained. The study also addresses the consolidation of the digital era, together with computational languages as cognitive metaphors of thought. Furthermore, it highlights how this perspective helps to understand current forms of educational organization and economic production. From an analytical-critical approach, the consequences of these transformations are discussed, emphasizing the importance of timely academic participation to foster human agency. Finally, it is argued that new forms of production, marked by cognitive knowledge and digital systems, generate significant impacts on education, knowledge, and the mind, which must be studied to strengthen the autonomy of the academic community.
This article examines the investigative writing of students in Secondary Education through an analysis of works published between 2022 and 2025 in a school-based scientific initiation journal. Grounded in an understanding of school research as a situated formative practice, the study explores how scientificity takes shape in student writing without resorting to normative models of academic science. The analysis establishes relationships between the SDGs, the types of evidence mobilized, and the configurations of scientific maturity observable in the texts, understood not as a linear progression but as a qualitative pattern of investigative writing. The findings indicate that scientific maturity depends on the epistemic status attributed to evidence, the degree of inferential control, and the capacity to articulate global and local scales, particularly when the SDGs operate as operators of complexity. The article concludes that investigative writing in school contexts can produce epistemologically consistent knowledge when examined through situated criteria, and that the notion of scientific maturity constitutes a relevant analytical tool for understanding how students appropriate the language of scientific inquiry in Basic Education.
The image of science and the scientist is a recurring subject in studies within the field of education, since it is often portrayed in a highly stereotyped manner. These stereotypes are propagated by the media and permeate society for many generations, to the point that the population itself also helps perpetuate them, causing a vision that does not reflect reality to persist across future generations. This phenomenon leads the population to form opinions about what scientists and science are that do not always correspond to reality and that may distance younger generations from science and, consequently, from scientific careers, further alienating society from science and making it appear as a sphere completely isolated from society and culture. Understanding what these stereotypes are, how they are perpetuated, and how they evolve over time and across different media is one of the initial steps toward transforming the public perception of science. With this in mind, the present article presents parameters developed through a literature review, based on Content Analysis and Visual Analysis, in a rapid and intuitive yet still in-depth manner, in order to assist teachers of all educational levels and other researchers in the field of science education in identifying stereotyped aspects in the construction of the image of scientist characters in different media.
The number of publications on ethics in scientific research during university education has remained stable over the years, given its importance to the scientific community. The objective set for the present research was to analyze the scientific advances that have occurred on ethics in scientific research during university training during the years 2014 and 2023. A bibliometric review was performed in Elsevier's Scopus database using Boolean search operators and keywords extracted from thesauri. The documents found were mostly articles, generally published in English and belonging to the area of social sciences. The country with the highest number of publications was the United States, followed by the United Kingdom. It was not possible to locate a specific topic for each of the years in which the bibliometrics were framed, since the keywords were not specific enough. Documents were framed in four themes: philosophical aspects, medical research, business ethics and plagiarism in scientific research. Further research in this field is recommended to fill gaps in medical research ethics and intellectual plagiarism.
This article investigates the creation of Embraer in 1969, within the context of Brazilian state-led developmentalism during the military regime. During this period, the State acted under the auspices of a government ideologically shaped by the notion of National Security and driven by the ambition to build a modern, developed nation, politically relevant and economically competitive in relation to the rest of the world. The central question we seek to answer is: in what way was Embraer's creation indebted to the developmentalist and modernization discourse and practices of the military regime? Our hypothesis is that the military regime (1964-1985) placed the State at the forefront of the developmentalist project, grounded in Keynesian ideas, and employed Science and Technology as essential tools to foster economic growth and ensure the country's political, scientific, and technological relevance. Through historical-documentary research and bibliographic investigation, we conclude that Embraer was established as a result of the State's efforts to create a national and globally competitive aerospace industry, aligned with the military regime's nationalist and developmentalist aspirations and framed by the Cold War context. The significance of our investigation lies in the analysis of the relationship between State action and scientific-technological innovation-a topic of enduring relevance today.
La formulación precisa de problema de la infradeterminación de las teorías por la evidencia en filosofía de la ciencia es, ciertamente, novedosa. Sin embargo, podemos rastrear sus orígenes en otros grandes temas filosóficos, como el escepticismo o el problema de la inducción. Este artículo trata de explorar los factores que han influido en el surgimiento y caracterización de la noción de infradeterminación, así como algunos problemas acerca de la naturaleza y pretensiones de la ciencia vinculados a ella. Para ello, se ha estudiado el debate teórico que involucra a clásicos como Duhem y Quine, además de otras voces contemporáneas como Laudan y Stanford, entre otros.
El artículo propone una revisión crítica de los estudios sociales de la ciencia y de las etnografías de laboratorio, para situar los aportes teórico-metodológicos de la antropología en la comprensión de la ciencia. Se desarrolla la noción de una antropología de/para la ciencia, que integra los principios del holismo, la reflexividad y la comparación, junto con categorías clásicas (mito, ritual, parentesco, territorio e intercambio) y conceptos como la escucha epistémica, la transducción y el extrañamiento. Desde esta perspectiva, la ciencia se entiende como un sistema simbólico, material y socialmente situado. Esta propuesta busca, por un lado, dialogar con la ciencia y repensar sus condiciones de legitimación social y ontológica; y, por otro, reorientar la antropología más allá de su confinamiento histórico al “nicho del salvaje”, recuperando sus herramientas clásicas para la construcción de nuevos objetos de conocimiento.
