Gisele D Secco

O verbete que ora apresentamos em tradução para a língua portuguesa foi originalmente publicado por Marianne Janack na Internet Encyclopedia of Philosophy. Seu principal objetivo é apresentar um mapeamento da subárea de pesquisa denominada “epistemologia feminista” detalhando algumas de suas principais abordagens. A autora mostra que existem diversas epistemologias feministas cujo traço em comum é o uso da noção de gênero como categoria fulcral de análise das modalidades de conhecimento, suas interações, hierarquizações e relações com a esfera propriamente normativa ou valorativa da vida humana.

RESUMO No mês de Novembro de 2017, em ocasião do Dia Mundial da Filosofia da UNESCO, a Cátedra UNESCO Archai, do Programa de Pós-Graduação em Metafísica da Universidade de Brasilia, organizou um hangout Unesco sobre o tema filosofia, gênero e feminismo, do qual participaram diversxs colegas brasileirxs, especialistas do tema, acima assinadxs. A gravação integral do hangout está disponível aqui: https://youtu.be/LH5LwTegGG4. Segue abaixo uma transcrição, revista e adaptada pelxs autorxs. Palavras-chave: ABSTRACT In November 2017, on the occasion of the UNESCO World Philosophy Day, the UNESCO Archai Chair of the Postgraduate Program in Metaphysics of the University of Brasilia organized a Unesco hangout around the theme of Philosophy, Gender and Feminism. Several Brazilian teachers, specialists in these subjects, have signed up. The full Hangout Recording is available at https://youtu.be/LH5LwTegGG4. Below is a transcript, revised and adapted by the authors. Palavras-chave: Philosophy, Gender, Feminism, Unesco. Gabriele Cornelli: Olá a todos e a todas! Olá, gente da filosofia! A Cátedra UNESCO Archai, em colaboração com alguns amigos e algumas amigas aqui do Brasil, decidiu conversar-fazer um Hangout UNESCO em comemoração ao Dia Mundial da Filosofia, junto com colegas e amigxs espalhados aqui pelo País-e decidimos tratar de um tema necessário-um tema, infelizmente, de certa maneira ainda dramático: o tema do gênero e do feminismo. É claro que queremos falar disso a partir da nossa experiência, nossa vivência e dos estudos de http://dx.

We offer a reading of some passages from Wittgenstein’s Tractatus Logico-Philosophicus in which, dealing with the symbolic constructions of arithmetic, Wittgenstein puts in motion (more than explicitly assumes) the most outstanding features of Leibniz’s concept of Symbolic Knowledge: the computational and the “ecthetic” functions of the notion of Symbolic Blind Thought. We begin with a brief presentation of some conceptual distinctions proposed by Oscar Miguel Esquisabel in his investigation about the Leibnizian origin of the tradition of Symbolic Knowledge. We then contrast these topics with the way Pasquale Frascolla interprets those same Tractarian passages, emphasizing the way in which he suspends any relevant sense in which we could speak about formal knowledge in Wittgenstein’s opera. To make our criticism better suited, our projection of Leibnizian lights into the Tractatus and into Frascolla’s interpretation of it is assisted with a concise exposition of one historical development in the Leibnizian tradition. Grounded in a study in which Javier Legris retraces the features of Symbolic Blind Though in Frege’s works, we then conclude proposing the advantages of our approach.

The Four-Colour Theorem (4CT) proof, presented to the mathematical
community in a pair of papers by Appel and Haken in the late 1970s​ provoked a series of philosophical debates. Many conceptual points of these disputes still require some elucidation. After a brief presentation of the main ideas of Appel and Haken’s procedure for the proof and a reconstruction of Thomas Tymoczko’s argument for the novelty of 4CT’s proof, we shall formulate some questions regarding the connections between the points raised by Tymoczko and some Wittgensteinian topics in the philosophy of mathematics such as the importance of the surveyability as a criterion for distinguishing mathematical proofs from empirical experiments. Our aim is to show that the “characteristic Wittgensteinian invention” (Mühlhölzer, 2006) – the strong distinction between proofs and experiments – can shed some light on the conceptual confusions surrounding the Four-Colour Theorem.

Partiendo del rol de la disciplina de Filosofía en el currículo escolar brasilero, enmarcada en una perspectiva según la cual una buena clase de la materia debe articular tanto la dimensión temática, instrumental e histórica (textual) de la misma, este trabajo desarrolla una propuesta metodológica en la cual la enseñanza de la Lógica se introduce enfatizando la articulación entre la dimensión o eje instrumental y la dimensión histórica. Investigaremos algunas posibilidades de la enseñanza de conceptos como contradicción y consistencia, y de las habilidades analizar argumentos en formato dialógico, teniendo como referencia las reglas de los juegos dialécticos, tal y como han sido formalizadas en el trabajo de Castelnérac & Marion (2009). Si bien este abordaje no tiene finalidades específicamente didácticas, presenta los juegos dialécticos practicados en la Academia de Platón, reconstruidos siguiendo el estilo de la lógica dialógica de Lorenzen e Lorenz, de manera prolífica e inspiradora. La articulación que defenderemos se da en la medida en que las reglas para los juegos dialécticos son enseñadas a partir de la lectura y dramatización de algunos diálogos platónicos, especialmente aquellos en los cuales el personaje de Sócrates se ejercita con sus interlocutores en el arte del elenchos. Concluyendo, reflexionaremos brevemente acerca de esta propuesta, considerado sus virtudes y potenciales dificultades, tanto en términos disciplinarios como interdisciplinarios. Palabras clave: introducción a la Lógica; diálogos platónicos; estrategias didácticas; juegos dialécticos.

Abstract: Departing from the role of Philosophy as a discipline in Brazilian curricula understood from a perspective from which a good Philosophy class articulates three dimensions or axes of the philosophical practice –thematic, instrumental and historical (textual)– the aim of this work is to develop a methodological proposal in which the teaching of Logic is introduced through an emphasis in the articulation between the instrumental and the historical dimension. We investigate some possibilities for the teaching of concepts such as contradiction and consistency, and also the capacity to analyze arguments presented in dialogical form, having as main reference the rules for the dialectical games as formalized by Castelnérac & Marion (2009). Although their approach has no specific didactic concern it presents the dialectical games practiced in the Academy trough in the style of the dialogical logic of Lorenzen and Lorenz in a prolific and inspirational way. The articulation we defend here occurs as long as the rules for the dialectical games are taught within the work on platonic dialogues (reading and dramatizing), specially those dialogues in which the personage of Socrates applies in his interlocutions the method of elenchus. We conclude with a brief reflection on the proposal, considering its virtues and potential difficulties, be in disciplinary as in interdisciplinary terms.

We offer a critical analysis of the current role that formal logic has in the philosophy textbooks for Brazilian public schools. The goal is to diagnose how logic is being understood and taught, 79 and provide alternatives that will help improve the teaching and learning of logic for the sake of improving the student's learning experience of philosophy and of other disciplines. We will argue that if formal logic methods are adopted, they can supplement and enrich the use of the textbooks while helping to integrate philosophy within the curriculum. Brazil has a national program of selection and distribution of philosophy textbooks in public schools, called the Plano Nacional do Livro Didático (PNLD). One consequence of this program is a homogeneity of national range with respect to the way in which students are exposed to logic. The main problem we will discuss is that philosophy is described on those textbooks as a content-based discipline mostly reducible to history of philosophy and logic is presented as a sub-theme with no relation to the practice and study of philosophy as such. This structure not only creates a problem for philosophy teachers who have create additional material but it also makes it harder for one to see the role of philosophy in the school curriculum. Taking those textbooks as study-cases for the aforementioned problem, we will evaluate one role logic can play in the philosophical practice so as to better integrate it into the teaching strategies. Finally, we will argue that because formal methods can be applied to any content/context, they are a fundamental instrument of philosophy and at the same time they have an interdisciplinary advantage. We will give two examples of how formal logic can help to connect philosophy with the global high-school curriculum by exploring how logic can be applied to the teaching of Mathematics. The study on the way in which formal logic is presented in Brazilian schools is an important step for the improvement of Brazilian educational practices but it has not been done until now. We hope that our analysis will contribute to the studies of the pedagogical practices and to the development of the method for teaching logic, especially in Brazil.

Representatividade, a partir de seu sentido primeiro, denota o fazer presente do que está ausente. Para vislumbrar esse conceito na metáfora veiculada no título – a saber, conferir voz e se fazer ouvir – convém associá-la ao rompimento de certa ordem histórica, de certa ordem institucional.
Este livro apresenta-se como o resultado da contribuição de professores e pesquisadores de diversos campos da filosofia e de diferentes universidades brasileiras durante a ocasião do I Encontro “Vozes femininas na Filosofia”, ocorrido em junho de 2017, na UFRGS, em Porto Alegre, RS.
Nossa motivação parte da constatação que a área de filosofia nas universidades brasileiras sofre de uma evidente crise de representatividade: tanto nos cursos de graduação como nos programas de pós-graduação em filosofia, nos quais menos de 30 % são mulheres, entre docentes e discentes. Procura-se, por meio dos textos organizados neste volume, entender a produção e a contribuição de filósofas cujas presenças se mostram diminuídas – senão totalmente esquecidas – na história da filosofia e na atualidade. Pretende-se apreciar a importância de suas atuações em diversos ramos da área, como teoria do conhecimento, metafísica, filosofia política e teoria feminista. Busca-se, ainda, entender as dificuldades que marcam a trajetória acadêmica das mulheres: seus obstáculos institucionais, sociais e mesmo simbólicos.