Desconstrução de Margulis de um ponto de vista de Popper: reflexões sobre as relações homem-natureza

• Ano de defesa: 2012
• Autor(a) principal: Alves, Karina Dias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Ensino de Ciências e Matemática; UFAL
• Palavras-chave em Português: Racionalidade.; Educação.; Endossimbiose Evolutiva.; Conjecturas e Refutações.; Dignidade.; Tentativas e Erros.; Crítica.; Autonomia.; Rationality.; Education.; Evolutionary Endo-symbiosis.; Conjectures and Refutations.; Dignity.; Trial and Error.; Critical.; Autonomy.; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/1223

The central objective of this work consists of gives rise to a theoretical reflection on the relationships involving Man and Nature. It constitutes also a dialogue with a previously written paper on the same subject. Both, this work and the corresponding paper, give rise to an educational product consisting of a blog. This emerging product can be applied to several teaching situations for high school and university levels. Formal and informal situations are included. The starting point here concerns the confrontation between a predominantly anthropocentric adoption due to Popper and the deconstruction of it by Lynn Margulis. This deconstruction gives rise to a conflict involving different universes of criteria. In this paper is also explored the possible incommensurability implied by the conceptual universes represented by categories like: dignity, critical discussion and reason on the one hand, and time of evolutionary experience, biochemical versatility and importance of the bacteria for the biota, on the other. This reflection leads to the result according to which both, Margulian deconstruction as well as the deconstruction of the deconstruction of her point of view, do not constitute an overcome of the self reference. Therefore, the dignity and autonomy appear as central categories of this confrontation. Rationality, language and education are emergencies concerning the socio cultural world. This study entails an articulated confluence of the fields of Philosophy, Natural and Social Sciences and Education. Several authors are invited to participate of this dialogue.