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Ciência e reconhecimento

  • Marinelli, Camila Ferreira
Publication Date
Jan 01, 2016
Repositório Institucional da UFSC
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Abstract : This dissertation explores the separation of two distinct ?tribes?, which divides the ?village? that the university campus limits: the so-called ?humanists? and ?scientists? ? that the author C.P. Snow referred to the ?two cultures?. The research was based on the idea of the polarization between the ?two cultures?, delimiting the study to a group of graduate students from the courses of Political Sociology (the ?humanists?) and Physics (the ?scientists?) of the Federal University of Santa Catarina (UFSC). The main question, which this work focuses on, refers to the perception of the students in relation to the knowledge produced, represented, transmitted and applied in the academic experience. The challenge was to identify the conceptions each group points out, in respect of what the ?other? group constitutes/produces in relation to the academic knowledge and the main attributes associated to the acquired knowledge of the ?humanities? and ?natural sciences?. Through the ethnographic research I investigated how the students of each group perceive and conceive the academic knowledge, whereas by means of the anthropological perspective it is possible to identify the varieties of knowledge produced, represented, transmitted and applied in which people construct their worlds and live by it. In this work, I present a comparative ethnographic analysis between the different speeches each group of students perceive as a important criteria to the constitution of the ?scientific knowledge? and the discourse of representation that they understand as the ?knowledge of the other?, focusing on what they realize to be ?scientific knowledge? and in what implies the ?scientific practice?. This analysis is exposed from the ?natives? perspective and categories, as well as from the dialog between the anthropologist and the ?native?. It has not been ignored the dialectic relation between the ?scientific community? and the ?outside world?, as the social implications in the construction of scientific facts, nor the relationship of science towards social relations, policies and the structure of the sociological scientific practice. However, all of this only had its relevance to analyze what the students, who actively participate in this world, had to say.

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