Thiago Souza

Efforts have been dedicated to the understanding of social-ecological systems, an important focus in ethnobiological studies. In particular, ethnobiological investigations have found evidence and tested hypotheses over the last 30 years on the interactions between human groups and their environments, generating the need to formulate a theory for such systems. In this article, we propose the social-ecological theory of maximization to explain the construction and functioning of these systems over time, encompassing hypotheses and evidence from previous ethnobiological studies. In proposing the theory, we present definitions and two conceptual models, an environmental maximization model and a redundancy generation model. The first model seeks to address biota selection and its use by human populations. The second emphasizes how the system organizes itself from the elements that were incorporated into it. Furthermore, we provide the theoretical scenario of plant selection and use from an evolutionary perspective, which explicitly integrates the phylogenetic relationships of plants (or other living resources) and human beings.

This study's main objective is to analyze in the annals of the ESERA Conferences (European Association for Research in Scientific Education) between the years 2009 and 2021 what has been investigated about teaching professional knowledge and how this topic has been conceptualized in works in the Chemistry teaching field in axes related to teacher training. To this end, the analysis of the texts was based on the assumptions of documentary research in qualitative approaches. The results indicate that the teaching professional knowledge in these works in the field of ​​Chemistry teaching has been mainly supported by the contributions of Lee Shulman and collaborators regarding the concept of pedagogical content knowledge (PCK), in addition, there was an absence of ethical and moral dimensions of teaching knowledge.

Neste artigo, pretendemos acompanhar um momento de transformação da compreensão sobre o fazer poético, dado em correlação com o embate de arranjos metafísicos e epistemológicos que pretendem fornecer uma determinada imagem do mundo e da natureza da alma. Nesse sentido, observaremos como, no Renascimento, se engendra uma “ontologia mágica” e uma metafísica neoplatônica fundamentais para o entendimento da atividade da alma como copula mundi e, em decorrência, do poeta como Deus in terris; a partir disso, veremos como a proposta de um outro quadro ontológico, metafísico e epistemológico acarreta uma profunda crítica e censura das faculdades da alma anteriormente avalizadas enquanto potência espiritual criativa. Para isso, percorreremos a Teologia platônica de Marsílio Ficino e as poéticas de Girolamo Vida e de Julius Caesar Scaliger, cujas proposições serão contrapostas às Meditações metafísicas de René Descartes e à Arte Poética de Nicolas Boileau-Despréaux.