Epistemic Field Research Articles

A cólera e suas oscilações tensivas

In this text, I present two approaches. In the first, I briefly visit three authors who inaugurated what today constitutes the so-called tensive semiotics: A. J. Greimas, B. Pottier and Cl. Zilberberg. In this first movement, I seek to expose the pioneering reflections of these authors on the concept of tensivity, intensity and gradualness, key concepts that will be the methodological basis of the construction of tensive semiotics, in its current models of analysis. I also extend the exposition and visit the reflection of two Brazilian authors, who have explored operational pathways of Pottier's sinusoidal model to extract from it, on the one hand, a flexibilization in the treatment of the epistemic field of Greimassian semiotics (I. C. Lopes) as well as, on the other, a dynamization in the approach of passions, of veridiction, and their application in the analysis of the semiotics of song (R. Mancini). In the second movement I present my own catenary model, inspired by Zilberberg's inaugural reflections on tensivity, and I carry out a brief analysis that focuses on the tensive oscillations of the passion of anger, using Greimas' analysis of this passion as a parameter.

Navigating in the global discourse: The case of Swedish COVID-19 strategy

This article examines Sweden's COVID-19 strategy from the perspective of the global epistemic field. We propose that the policy choices of national governments are conditioned by the global epistemic field that constitutes the problem, the range of potential techniques to handle it, and relevant viewpoints used in assessing their advantages and risks. New, innovative techniques can emerge, and choices can vary, but they are debated and justified in terms of the evolving global set of discourses premised on the fundaments of the epistemic field. In this article, we examine to what extent deviant policies are part of the global set of discourses that evolved at the outset of the pandemic. To address this question, we take Sweden's COVID-19 strategy as an example and study how it was constructed and justified in the national public in 2020. The results of our empirical analysis show that the argument of epistemic field also applies to deviant policies. Even though Sweden's corona strategy deviated much from other countries, including its neighboring countries, the grounds of justification used in debating the strategy were consistent with the global epistemic field.

Justifying authoritarian practices: epistemic governance in two opposite interventionist policies on women’s attire in Iran’s pre- and post-revolution 1979

ABSTRACT How do authoritarian actors seek to justify their interventionist gendered policies? The study bridges the authoritarian governmentality scholarship with Epistemic Governance theory to disclose epistemic politics in interventionist policymaking. It gathers textual data from political leaders and influential actors to investigate the epistemic practices around the justifications of two culture-shaping policies on Iranian women’s attire: the ‘unveiling’ policy banning all women’s head covers in the 1930s and the ‘mandatory veiling’ laws in the 1980s. Foucauldian discourse analysis as elaborated in Epistemic Governance analytic is applied to scrutinise how women’s attires were problematised in both cases and how exclusionary measures were justified. The findings reveal that in the 1930s, veiling was represented as the dangerous embodied emblem of backwardness that must be excluded in the urgent context of national progress. In contrast, unveiling, as the marker of cultural colonialism, was prohibited in the context of the necessity to protect the counter-hegemonic national values in the 1980s. These findings highlight recontextualisation practices turning women’s attire into a matter of national security that justify pastoral power for governmental interventions. The study hence warns against (in-)security politics in authoritarian governance whereby any epistemic field is depoliticised, and public opinion is conducted towards interventionist policies.

To Study the Revolutionary Intellectuals in Cuba and Chile During the Socialist Construction. A Proposal of Connected Intellectual History

The following article presents a theoretical-methodological reflection regarding the study of left-wing intellectuals in socialist construction in Chile and Cuba between 1959 and 1973. This view contributes to elucidating the challenges posed by analysing the subjects' trajectories and the phenomena linked to political thought and culture in two processes self-defined as revolutionary built from different strategies. Thus, new analytical perspectives open up for the epistemic field of left-wing intellectual history in Latin America between 1960 and 1970 from the methodological, theoretical frameworks of intellectual history and connected history.

Populists’ struggle for epistemic hegemony and anti-gender attacks on higher education in authoritarian contexts: the case of Turkey

ABSTRACT Focusing on the gendered modalities of the illiberal attacks on universities under the Justice and Development Party (AKP) rule, this article explores the ways in which illiberal actors’ anti-genderism and their quest for scientific authorization intersect in contemporary Turkey, leading to a paradigm shift towards illiberal science perspectives. It analyzes 3 modes of discursive-institutional interventions into higher education (HE) that display gendered modalities: 1. Reversal of gender-sensitive policy frameworks, 2. Alternative politics of knowledge cultivated through new epistemic institutions, 3. Suppression of students’ LGBTI+ activism and visibility on university campuses. It argues that AKP’s gendered attacks on HE operate both as a backlash drawing on repressive strategies that dismantle gender equality perspectives, as well as an alternative form of politics of knowledge with proactive strategies and new institutions replacing critical gender lenses. As a result, the article contributes to the scholarship on populism, politics of knowledge, and anti-gender politics with a focus on three points: 1. Anti-genderism as a key epistemic field in illiberal populist politics of knowledge, 2. Combination of repressive and oppressive strategies as an effective strategy of mainstreaming anti-gender knowledge in HE, 3. the opportunistic synergy between illiberal state actors and anti-gender academia, media, and civil society.

Programa BPC na Escola e políticas de cuidado de pessoas com deficiência

ABSTRACT The article addresses education, considering its social purposes, its specific epistemic field, and its possibilities of intervention on reality. The research focused on the BPC at School Program (Programa BPC na Escola), which aims to monitor and follow up the access and permanence in school of people with disabilities who receive the BPC benefit. The activities took place in the city of Suzano-SP, mainly involving the reading of 337 questionnaires. It is possible to conclude that, although little put into practice, the BPC at School Program remains an important strategy to ensure the right to education for children and adolescents with disabilities, precisely because of its power to induce intersectoral actions.

A coherence framework for fact-finding before the International Court of Justice

AbstractIt is the task of the International Court of Justice to establish the operative facts from which to draw normative conclusions in all contentious cases that come before it. This task, however, is complicated where those facts necessitate engagement with specialized epistemic fields other than law such as science. Drawing on legal theory and epistemology I propose a coherence framework for the establishment of the facts in such cases. In essence, this means that the Court need not show that its factual determinations have been established beyond all doubt, nor even that they satisfy a certain standard of probability. Rather, what the Court must show is that a factual determination it has made has been arrived at through a rational process and that it is coherent. The coherence framework also has both descriptive and normative value as it both maps neatly on to the current (best) practice of the Court and provides a justification for why it should operate this way in the future.

Productive Thinking in Postgraduate Students

The study investigates the problem of unproductivity of thinking of some postgraduate students which is attributed to their deactivation of thinking skills in general and productive thinking skills in particular. The problem starts in primary stages up to the higher stages, as confirmed by Saadeh (2009). Hence, hundreds of experimental educational studies stressed that thinking skills contribute significantly not only to the teaching-learning process, but also to the learners themselves (Saadeh, 2009: 84). Its significance stems from the importance of "productive thinking" that the individual and society need, from their community, their sample, and tool. The significance lies also in the scarce amount of research dealing with this variable in graduate students, and its theoretical framework and results that could fill gap in the related epistemic field. The objective of the research is to identify the level of productive thinking among doctoral students and the differences between them, according to specialization (scientific – humanities) and sex (male - female). Attaining the two objectives of research required building a tool to measure the variable, verifying its validity and consistency, applying it to the members of the research sample, calculating the scores of the respondents of the sample and analyzing them statistically by SPSS statistical pack. The results showed that the level of productive thinking among doctoral students was statistically significant at the level of (0.05). Also, there were no statistically significant differences between the research samples according to sex and academic specialization. In light of these results, a number of conclusions, recommendations and proposals were presented.

Двуликий Янус: образы математики в зеркале истории

The paper attempts to sketch the broad outlines of the place and role of mathematics in the system of sciences. The suggested picture not so much gives a “screenshot”, as pretends to outline the key trends in the European cultural history from antiquity to our time. It enables to grasp and assess properly the very image (rather the competing images) of mathematics that shapes (shape) the way in which this epistemic field is perceived at present. The two-faced Janus metaphor stresses the fundamental duality of the images in question that can be traced from the opposite intentions of Plato and Aristotle in their philosophy of mathematics to the difference in treatment mathematics receives in Quentin Meillassoux and Graham Harman. The discussion is centered around the emergence of “pure” mathematics in the 19th century and the shaping of its image as a new “secular” metaphysics (or theology) which is still with us. Concurrent with the rise of “pure” mathematics, the concept of “mixed” mathematics was supplanted by the one of “applied” mathematics. Now we are seemed to witness the reverse trend towards restoration, mutatis mutandis, of the “mixed” mathematics point of view which dominated the 18th century. The one major difference with the 18th century situation is the retention of the “freedom” of mathematical investigation gained in the 19th century. The second difference is a new type of alliance with technology, this time the computer one. The analysis of the images of mathematics in this paper is done mostly on the basis of statements of their views by mathematicians and physicists, as well as historians of science; the historical transformation of our conception of the inner structure of mathematics and its place within the whole system of sciences was also of great help.

La Educación Profesional en la Red Estatal de Educación de Rio Grande do Norte: de la Ley n.º 5.692/1971 al Programa Brasil Profesionalizado

The text presents a reflection about the professional education in the State Education Network of Rio Grande do Norte. The objective is to analyze the offer of this kind of education, since Law number 5.692/1971 since the Professionalized Brazil Program (PBP), in order to consider the development of professional education in the mentioned Network. Methodologically, the research is qualitative, supported by bibliographic research (authors who discuss the theme) and documentary research (laws, decrees, resolutions, reports etc.), having dialectics as the main thread of analysis. The offer of professional education was historicized in the light of the Law number 5.692/1971 and the Law number 9.394/1996 in the State Education Network of Rio Grande do Norte, identifying its specificities. Additionally, we discussed the contribution of the PBP as an inducer of the expansion of enrollment in professional education in the Network. The results point out that since the 1970s the state actions in the epistemic field have been timid; the PBP was decisive in the resumption and expansion of professional education in the Network; and that the State Government has been carrying out actions toward the implementation of a state professional education policy.

Clinical pharmaceutical services of primary health care of the Federal District: A discussion based on the SWOT matrix

In the epistemic field, several studies demonstrate the importance of pharmaceutical services in health care networks. Nonetheless, literature still addresses the strengths and barriers present in the provision of these services in an incipient way. Thus, this study aimed to understand these contexts in the development of clinical services for primary health care in the Federal District, Brazil. A qualitative study adopted the technique of open-script interview, structured based on the logic of the SWOT matrix. Pharmacists reported weaknesses such as precariousness and scarcity of physical infrastructure, material, and human resources. As threats, they discussed the lack of social recognition, discontinuities of government actions, and lack of preparation of the pharmacist for the provision of clinical services. Regarding themes pertaining to the service’s strengths and opportunities, the advances in propositions and executions of public policies, actions, and governmental programs that have expanded the pharmaceutical workforce in primary care and that are impelling the accomplishment of clinical services were listed. This study contributes to understanding the scenario of the development of clinical pharmaceutical services, and consequently provides subsidies for the actions of planning, evaluation and qualification of health services.

An Analytical-Critical Reading of the Confrontation of Religion and Human Sciences in Contemporary Iran

Serious considerations of the relationship between religion and human sciences, and the formulation of human sciences as adapted to the cultural context of Islamic Iran, should be traced back to the intellectual context prior to the Islamic Revolution (1979) and in the thoughts of intellectuals such as ‘Allāma Ṭabāṭabā’ī, Muṭahharī, ‘Alī Sharī‘atī, and others. In the Seminary of Qom, efforts have been made in 1960s and 1970s to confront the ideas in modern Western philosophy and human sciences from the perspective of the Islamic culture and philosophy. In the post-revolutionary strands, however, there is no consensus on the possibility and necessity and methodology of indigenization (or Islamization) of human sciences. Even those who advocate the Islamization of sciences do not agree over the grounds, the method, and the strategy. The relationship between religion and human sciences can be studied at three levels: 1. The epistemological level: considering human sciences as epistemic fields—this can be referred to as an epistemological-propositional conception of human sciences. 2. The institutional level: The institutional level is concerned with sociological studies of the institution of science as a major and crucial institution of a society. Emile Durkheim (1858-1917), as a key intellectual in human sciences, refers to sociology as “science of institutions, their genesis and their functioning” (Durkheim 1964, 45). This level can be referred to as the academic conception of human sciences. 3. The discursive level: how human sciences have been experienced and understood by intellectual, cultural, social, religious and even political currents, what actions and reactions it has provoked, and how effective it has been in the field of policy-making and development plans. This level can be referred to as the discursive conception of human science

Time Matters* (an introduction): There is no time, right?, left.

This issue of APRIA, Time Matters, was compiled and edited by the ArtEZ Theory in the Arts professorship. All of these reviewed artistic (research) and academic contributions were created and written specially in response to the four-part seminar Time Matters (2019-2020). The aim of the publication and the seminar is to inquire into the changing concepts of time in the arts and other epistemic fields collectively, and to explore and test alternative – past, present and future-oriented – temporalities.

Tokens of Love

Contextualist scholars working on the rhetoric of corporeal presence in seventeenth-century English religious lyrics have naturally focused their attention on sacramental discourse of the Reformation era. As part of the Common Knowledge symposium on the future of contextualism, this full-length monograph, serialized in installments, argues that the contextualist focus on a single and time-limited “epistemic field” has resulted in a less than adequately ramified understanding of the poetry of John Donne, George Herbert, Aemilia Lanyer, and John Milton. What the contextualist approach misses is that even the religious discourses of the period were tied to a long and in no way local epistemological debate about signs and their meaning, whose roots are to be found in Greek and Latin rhetorical theory. This first installment of “Tokens of Love” commences a discussion of the role of classical pagan sign-theory in the development of Reformation sacramental discourse.

PHILOSOPHIES OF THE SOUTH: PHILOSOPHY OF LIBERATION, PHILOSOPHIES OF INTERCULTURALITY AND DECOLONIAL THOUGHT

espanolEn esta presentacion voy a disertar sobre “Filosofias del Sur”. Todos nosotros sabemos que el Sur no es una mera categoria geografica; es ademas una categoria geopolitica, cultural. Hablar del Sur es hablar de las periferias y mas concretamente de periferias que quieren dejar de ser perifericas. No hay en ellas una especial actitud masoquista de ser perifericas, pues se trata de periferias que quieren tomar la palabra y ser protagonistas colectivamente de su accion, y eso requiere, entre otras cosas, que sea lo mas potente posible el vector del pensamiento, de la reflexion teorica, de la propuesta, de la critica… A traves de un amplio conjunto de disciplinas de diversos campos epistemicos y, como sabemos y ahora vamos a tener ocasion de comentar brevemente, a traves de nuevos enfoques como son los que se proponen cuando se habla de “epistemologias del Sur”, siguiendo a Boaventura de Sousa Santos y otros. Este es el marco en el que nos movemos y en el que voy a desplegar lo que quiero comunicar. EnglishIn this presentation I will be speaking about Philosophies of the South. We all know that the South is not just a geographical category; it is also a geopolitical, cultural category. To speak of the South is to speak of the peripheries and more specifically of peripheries that want to stop being peripheral. There is no special masochistic attitude of being peripheral in them, since they are peripheries that want to take the floor and be protagonists collectively of their action, and this requires, among other things, that the vector of thought, of theoretical reflection, of the proposal be as powerful as possible, of criticism... Through a wide range of disciplines from diverse epistemic fields and, as we know and will now have the opportunity to comment briefly, through new approaches such as those proposed when talking about epistemologies of the South, following Boaventura de Sousa Santos and others. This is the framework in which we are moving and in which I am going to unfold what I want to communicate.

For a decolonial social epistemology

Abstract The visualization of Information Science as a postmodern science must aim at overcoming borderline dominant models, surpassing simplistic methodological impasses, and covering complex phenomena. In this regard, the article is inserted in the epistemological discussions, selecting social epistemology and decolonial thought as its themes. Its purpose is to identify the possible convergences between decolonial thought and social epistemology and, based on that, to propose, in an essay-like way, a decolonial social epistemology. In the methodological aspect, this is an exploratory, qualitative, and bibliographic research. The technical procedure for the analysis of the bibliography took place using a non-probabilistic approach, by judgment. The main result of this article is the construction of a historical and epistemological panorama that makes possible the approximation of thematics that, although produced in different contexts and interests, converge in a common objective: that of constituting a social, democratic epistemic field and that does not disregard the different subjects of knowledge. Thus, the reflections that combine the proposal of social epistemology with the decolonial thought or movement may bring theoretical panoramas and perspectives closer to the professional practice and research aimed at the 21st century informational context.

Les concepts dans la recherche en didactique du français

Pour se constituer scientifiquement comme champ de recherche, la didactique du français doit engager un travail épistémologique d’élaboration de concepts. C’est la problématique mise en débat par l’AIRDF lors de son 14e congrès en août 2019 à Lyon et dont cet article propose une synthèse. La question est abordée selon trois aspects : selon l’aspect diachronique nous observons comment la question de la conceptualisation en didactique du français est examinée dans des publications fondatrices. Selon l’aspect épistémologique nous examinons d’une part comment le concept de concept y est appréhendé (aspect no 2), et d’autre part, quelle heuristique développe l’activité de conceptualisation (aspect no 3).

Análise das produções científicas acerca de recursos pedagógicos acessíveis da tabela periódica utilizados no processo de ensino e aprendizagem de alunos surdos

A tabela periódica é um recurso pedagógico utilizado pelos professores como apoio ao processo de ensino e aprendizagem de inúmeros conceitos químicos. Edificá-la como um recurso acessível é condição para a aprendizagem de alunos com surdez em aulas de química. Neste artigo, fruto de um estudo de revisão sistemática, realizamos uma busca de artigos sobre a temática tabela periódica para alunos surdos, com enfoque na existência de termos relacionados aos elementos químicos em LIBRAS e recursos pedagógicos acessíveis para o ensino deste conceito científico, no período de 2015 a 2019. A análise das publicações evidencia que são ainda incipientes os recursos para o ensino da tabela periódica ao público surdo. Os materiais existentes se constituem em recursos que buscam pela via visual a apresentação dos conceitos mediados por intérpretes em LIBRAS. No que tange a existência de sinais, o estudo identificou apenas oito, número inexpressivo frente ao quantitativo de termos químicos que este conceito envolve. Os resultados apontam para a emergência da proposição de sinais para este conceito químico, de forma a oportunizar aos estudantes surdos o acesso a este importante campo epistêmico.

A Didática Profissional (DP): implicações para a formação do professor e o ensino de disciplinas específicas no Brasil

The french research about the Professional Didactics (PD), whose emergence in the European context occurred in the late 1990s, allows the introduction of an important point of view of understanding the teacher's activity, especially in view of the stated interest in learning processes. derived from and at work. In particular, the present work directs attention to the teacher acting in the teaching of specific subjects (Mathematics, Physics, Chemistry and Biology), which determine an extensive epistemic field, markedly scientific and technical, however, certain phenomena surpass the intrinsic conditions of each subject. subject. Thus, through, for example, the notions of pragmatic conceptions and professional obstacles, the work emphasizes an essential theoretical reflection for the formation of teachers, whether beginner or experienced professionals, facing the execution of specialized tasks within the system of education. teaching. Finally, the work allows us to objectify a natural extension of certain notions, of cognitive nature, aiming to understand the learning processes resulting from the teaching activity.

POR UM PARADIGMA TRANSPERIFÉRICO: UMA AGENDA PARA PESQUISAS SOCIALMENTE ENGAJADAS

RESUMO Este texto propõe uma agenda de pesquisa sobre a produção de espaços de diálogo e solidariedade entre territórios periféricos. O termo ‘transperiferias’ traduz esta proposta de pesquisa e engajamento, elaborada coletivamente por sete pesquisadores/as situados/as no campo aplicado dos estudos da linguagem. A agenda das transperiferias oferece caminhos de ruptura com paradigmas que situam, de um lado, a produção de conhecimento sobre desigualdade e, de outro lado, os sujeitos e territórios que se engajam com a contestação dessa desigualdade a partir de posicionalidades marginais. Propõe-se, em outras palavras, uma aproximação entre a produção de saber “sobre” as periferias com a produção de conhecimento “das” periferias, ao mesmo tempo em que se projetam espaços de diálogo e reflexão “entre” periferias, regionais, nacionais e globais. O texto justapõe os tipos de engajamento e produção epistêmica de cada um/a dos/as pesquisadores/as, de modo a apontar para formas em que objetos de investigação, como letramentos, tradução, processos de racialização, enregistramento sociolinguístico, violência etc., podem ser revisitados numa visão transperiférica. Convidamos sujeitos de diferentes periferias, bem como campos epistêmicos diversos, a ampliarem e tensionarem essa agenda de investigação.