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匹配条件: “Abrantes” ,找到相关结果约239条。
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Revisitando a teoria da reprodu??o: debate teórico e aplica??es ao caso português
Abrantes,Pedro;
Análise Social , 2011,
Abstract: reproduction theory as presented in the 1970 work of bourdieu and passeron is re-examined, and its theoretical and empirical validity is discussed. comparison with other international perspectives on the sociology of education shows more similarity than difference. the relevance of the theory is then explored with regard to contemporary portuguese society, based on recent research in social mobility, curricula development, and teaching-learning processes. we conclude that a revised theory of social reproduction that includes a socio-historical perspective offers powerful heuristic virtues for our understanding of educational systems and their relationship with social structures.
Identidades juvenis e dinamicas de escolaridade
Abrantes,Pedro;
Sociologia, Problemas e Práticas , 2003,
Abstract: often seen as separate subjects, youth identities and the dynamics of schooling are profoundly linked in today?s societies. this article seeks to weigh up the complex relationship between them, using field research that took place in a secondary school and was focused on young people?s attitudes towards school. the generational stance of distant participation is tending to multiply itself in the form of some very divergent practises, representations, paths and projects. the author discusses the experiences, networks and social structures that produce (and lend meaning) to these varying stances.
Perder-se e encontrar-se à entrada da escola: Transi??es e desigualdades na educa??o básica
Abrantes,Pedro;
Sociologia, Problemas e Práticas , 2009,
Abstract: educational failure in portugal and in spain is highest in the first year of each cycle of schooling and affects a significant number of children and adolescents. this article attempts to explain this phenomenon. it is based on a doctoral project devoted to the transition between the different stages of basic education, in which qualitative research was conducted at five schools in lisbon and five in madrid. it was also complemented by a quantitative investigation based on a systematic analysis of international reports, national statistics, official documents and news items. the article first explains the methods used to (1) construct the subject of the study and (2) collect and analyze data and then goes on to show how the transition between education cycles is (3) an individualization process involving added risks of exclusion, (4) an arena of symbolic conflict between occupational categories on the very means and purposes of education, generating hiatuses of systemic responsibility and (5) an excellent platform for observing education systems and making an international comparison.
Sociologia e ciências da educa??o: A distancia entre nós
Abrantes,Pedro;
Sociologia, Problemas e Práticas , 2004,
Abstract: does an essential difference between research developed by sociology and by educational science actually exist? through the sociology of science?s theoretical and methodological apparatus, a small exploratory analysis of the relations between two scientific fields (sociology and by educational science), specially in the production of a borderline sub-field (sociology of education) is accomplished. this analysis is based on the comparison among key-texts and papers presented in 1985-2000 in each field, and it focuses on four topics: development of both fields in portugal; institutions and agents; methodologies and themes; epistemological positions and divergences.
Global youth? Young people in the twenty-first century
Pedro Abrantes
Sociologia, Problemas e Práticas , 2002,
Abstract:
A escola da vida The school of life
Pedro Abrantes
Tempo Social , 2012,
Abstract: O artigo discute as complexas rela es entre educa o, identidade e mudan a social através da história de vida de Simon Bolívar, Benito Juárez e Ernesto Guevara. Reconstituindo seus percursos biográficos, à luz de teorias sociológicas recentes sobre a constitui o dos atores sociais, torna-se possível, a um só tempo, discernir alguns tra os fundamentais das identidades dessas três figuras centrais da história da América Latina e repensar o modo como as diferentes experiências socializadoras se combinam na produ o da identidade e das disposi es dos indivíduos em formas criativas n o isentas de tens es. A tese central deste artigo é que essa combina o identitária de referências sociais díspares n o só é possível, como é impulsionada por (e representa) transforma es sócio-históricas de grandes propor es. This paper discusses the complex relations between education, identity and social change, focusing specifically on the life-histories of Simon Bolívar, Benito Juárez and Ernesto Guevara. The reconstitution of their biographical pathways, supported by recent sociological theories on the constitution of social actors, allows us to identify some of the key features of their identities and, simultaneously, to rethink how different socializing experiences are combined in the formation of individual identities and dispositions in creative and tension-provoking ways. The article's main thesis is that this combination of divergent social reference points is not only possible, but is promoted by (and represents) broad sociohistorical transformations.
MODELS AND THE DYNAMICS OF THEORIES
Paulo Abrantes
Philósophos : Revista de Filosofia , 2007, DOI: 10.5216/phi.v9i2.3043
Abstract: : This paper gives a historical overview of the ways various trends in the philosophy of science dealt with models and their relationship with the topics of heuristics and theoretical dynamics. First of all, N. Campbell’s account of analogies as components of scientific theories is presented. Next, the notion of ‘model’ in the reconstruction of the structure of scientific theories proposed by logical empiricists is examined. This overview finishes with M. Hesse’s attempts to develop Campbell’s early ideas in terms of an analogical inference. The final part of the paper points to contemporary developments on these issues which adopt a cognitivist perspective. It is indicated how discussions in the cognitive sciences might help to flesh out some of the insights philosophers of science had concerning the role models and analogies play in actual scientific theorizing. Key words: models, analogical reasoning, metaphors in science, the structure of scientific theories, theoretical dynamics, heuristics, scientific discovery.
Para uma teoria da socializa o
Pedro Abrantes
Revista da Faculdade de Letras : Sociologia , 2011,
Abstract:
Review of Kim, Jaegwon. Philosophy of Mind.
Paulo Abrantes
Principia : an International Journal of Epistemology , 1997,
Abstract: Review of Kim, Jaegwon. Philosophy of Mind.
Kuhn e a No o de 'Exemplar'
Paulo Abrantes
Principia : an International Journal of Epistemology , 1998,
Abstract: In this paper I argue that Kuhn's analysis of the role played by 'exemplars' in normal science should be considered one of his most important contributions to the Philosophy of Science. The paper makes a detailed analysis of the relationship between the various elements of a 'disciplinary matrix'- empirical generalizations, models and exemplars - starting with Kuhn's views as exposed in various of his books and papers. Kuhn's analysis is investigated in the context of the discussions, in the 50s and 60s, about the notion of 'model' in the so called 'received view' of the structure of scientific theories. I refer also to the critics of logical empiricism at this time, that were concerned with analogical models and inspired by Campbell's studies on the dynamics of theories. I argue also that Polanyi's notion of 'tacit knowledge' and some of his discussions of the role played by analogies in mathematics have been an important influence on Kuhn. The paper indicates, furthermore, how Kuhn's intuitions concerning exemplars are being developped in the present, by philosophers of science like Thagard, Paul Churchland and Giere, that adopt a 'cognitivist' stance towards scientific reasoning.
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