RESUMO

OBJECTIVE: : This study describes therapists' experience of moments of meeting with their patients in psychotherapy, and how these moments relate to the patient's change process. METHOD: 13 in-depth interviews conducted with therapists from different theoretical backgrounds were analyzed using Grounded Theory. RESULTS: Four categories were established: (1) Characteristics of moments of meeting, (2) Triggers of moments of meeting (3) Enabling conditions, and (4) Main effects of moments of meeting. A conceptual model was developed around an axial phenomenon that provides understanding on how moments of meeting contribute to the change process in psychotherapy, through the construction of shared relational knowing. DISCUSSION: : The value of moments of meeting for the therapeutic process is discussed and reflected upon, as well as their effect on changes regarding implicit relational knowing.

Assuntos

RESUMO

This study aims to assess moments of meeting in psychotherapy -understood as moments of intense connectedness and intimacy, shared between patient and therapist during any therapeutic encounter that enable a spin in the therapy process- using a qualitative interview with patients who were undergoing or had finished psychological treatment. Micro-pehenomenological interviews were conducted with nine patients who were undergoing or had finished psychological treatment. Transcriptions of the interviews were subject to micro-phenomenological analysis. A general structure of episodes of meeting showing their temporal evolution was identified and divided into six consecutive phases. These findings suggest that episodes of meeting in psychotherapy are lived and remembered by patients in a significant way; they are emotionally charged and have a meaning for each participant. Also, emotional and nonverbal cues seem to be highly relevant features. Moments of meeting could be understood as implicit mechanisms that allow changes in the implicit relational domain.

RESUMO

The debate in the literature on the science-practice interface suggests a diversity of opinions on how to link science and practice to improve conservation. Understanding this diversity is key to addressing unequal power relations, avoiding the consideration of only dominant views, and identifying strategies to link science and practice. In turn, linking science and practice should promote conservation decisions that are socially robust and scientifically informed. To identify and describe the viewpoints of scientists and decision makers on how the science-practice interface should work in order to improve conservation decisions, we interviewed Brazilian scientists (ecologists and conservation scientists, n = 11) and decision makers (n = 11). We used Q methodology and asked participants to rank their agreement with 48 statements on how the science-practice interface should work in order to improve conservation decisions. We used principal component analysis to identify shared viewpoints. The predominant viewpoint, shared by scientists and decision makers, was characterized by valuing the integration of scientific and strategic knowledge to address environmental problems. The second viewpoint, held mostly by decision makers, was distinguished by assigning great importance to science in the decision-making process and calling for problem-relevant research. The third viewpoint, shared only by scientists, was characterized by an unwillingness to collaborate and a perception of scientists as producers of knowledge that may help decision makers. Most participants agreed organizations should promote collaboration and that actors and knowledge from both science and practice are relevant. Disagreements concerned specific roles assigned to actors, willingness to collaborate, and organizational and institutional arrangements considered effective to link science and practice. Our results suggest there is ample room for collaborations and that impediments lie mainly in existing organizations and formal institutional arrangements rather than in negative attitudes between scientists and decision makers.

Formas de Pensar Compartidas en Brasil sobre la Interrelación Ciencia-Práctica en la Ecología y la Conservación Resumen El debate en la literatura sobre la interrelación ciencia-práctica sugiere una diversidad de opiniones sobre cómo conectar a la ciencia con la práctica para mejorar la conservación. La comprensión de esta diversidad es clave para tratar con las relaciones desiguales de poder, evitar la considerar únicamente de los puntos de vista dominantes, e identificar las estrategias para vincular a la ciencia con la práctica. En cambio, la vinculación entre la ciencia y la práctica debería promover las decisiones de conservación que son socialmente fuertes y científicamente informadas. Entrevistamos a científicos (ecólogos y conservadores, n = 11) y tomadores de decisiones (n = 11) en Brasil para identificar y describir los puntos de vista de los científicos y de quienes toman las decisiones sobre cómo la interrelación ciencia-práctica debería trabajar con tal de mejorar las decisiones de conservación. Usamos la metodología Q y les pedimos a los participantes que clasificaran su acuerdo con 48 declaraciones sobre cómo la interrelación ciencia-práctica debería trabajar para mejorar las decisiones de conservación. Utilizamos un análisis de componentes principales para identificar los puntos de vista compartidos. El punto de vista predominante, compartido entre los científicos y quienes toman las decisiones, se caracterizó por el valor que le dio a la integración del conocimiento científico y el estratégico para tratar los problemas ambientales. El segundo punto de vista, compartido por la mayoría de quienes toman las decisiones, se distinguió por asignarle una gran importancia a la ciencia en cuanto al proceso de toma de decisiones y a la petición de investigación relevante para los problemas. El tercer punto de vista, compartido sólo entre los científicos, se caracterizó por el rechazo a colaborar y por la percepción de los científicos como productores de conocimiento que puede ayudar a quienes toman las decisiones. La mayoría de los participantes estuvo de acuerdo en que las organizaciones deberían promover la colaboración y en que los actores y el conocimiento científico y práctico son relevantes. Los desacuerdos estuvieron relacionados con los roles específicos asignados a los actores, el deseo de colaborar, y los arreglos institucionales y de organización considerados como efectivos para vincular a la ciencia con la práctica. Nuestros resultados sugieren que existe suficiente espacio para las colaboraciones y que los impedimentos se deben principalmente a las organizaciones existentes y a los arreglos institucionales formales en lugar de a las actitudes negativas entre los científicos y quienes toman las decisiones.

Assuntos

RESUMO

Why do patients and others confronted with cutaneous leishmaniasis (CL) - a parasitic skin disease - in the hinterland of Suriname, South America, provide a dazzling variety of aetiological explanations for one single illness? And how do these explanations reflect local knowledge of and interest in the origin of illness? In this article, we explore these questions using the concept of 'not-knowing', as introduced by Murray Last in 1981. One of Last's conclusions is that 'don't knows' or 'don't cares' reflect people's disinterest in medicine. The aim of this article, however, is to draw attention to another aspect of not-knowing: it may lead to a proliferation of explanatory assumptions, unhindered by precise knowledge. In other words, multiple explanations mask not-knowing, which is from a methodological point of view a rarely observed element in social science research and constitutes an important addition to Murray Last's well known argument. The paper describes findings based on anthropological fieldwork carried out between September 2009 and December 2010 at the Dermatology Service in Suriname's capital Paramaribo and among 205 CL patients and 321 inhabitants in various communities in the hinterland. As this article shows, both knowing and not-knowing are rooted in the various contexts of people's daily lives and reflect their historical, socio-cultural, occupational, educational, biological, environmental, and public health-related conditions. Public health authorities should explore not-knowing more seriously in their efforts to prevent illness, since knowing about not-knowing is valuable in the design of health education and prevention programmes.

Assuntos

RESUMO

Herbarium specimens are increasingly recognized as an important resource for conservation science and virtual herbaria are making specimens freely available to a wider range of users than ever before. Few virtual herbaria are designed with conservation use as a primary driver. Exceptionally, Brazil's Reflora Virtual Herbarium (RVH) was created to increase knowledge and conservation of the Brazilian flora. The RVH is closely integrated with the Flora of Brazil 2020 platform on which Brazil's new national Flora is under construction. Both resources are accessible via the Reflora home page and thousands of users move seamlessly between these Reflora resources. To understand how the Reflora resources are currently used and their impact on conservation science, we conducted a literature review and an online survey. We searched for publications of studies in which Reflora resources were used and publications resulting from Brazilian researchers who were part of Reflora's research and mobility program. The survey contained multiple choice questions and questions that required a written response. We targeted Reflora webpage visitors with the survey to capture a wider range of Reflora users than the literature review. Reflora resources were used for a variety of conservation-relevant purposes. Half the 806 scientific publications in which Reflora was cited and 81% of the 1069 survey respondents accessing Reflora resources mentioned conservation-relevant research outputs. Most conservation-relevant uses of the Reflora resources in scientific publications were research rather than implementation focused. The survey of Reflora users showed conservation uses and impacts of virtual herbaria were more numerous and diverse than the uses captured in the literature review. Virtual herbaria are vital resources for conservation science, but they must document use and impacts more comprehensively to ensure sustainability.

Revalorización del Conocimiento sobre Conservación por Medio de Mayor Acceso a la Información Botánica Resumen Los especímenes de los herbarios son reconocidos cada vez más como un recurso importante para la ciencia de la conservación, y, como nunca antes, los herbarios virtuales están poniendo a los especímenes a libre disposición para una gama mucho más amplia de usuarios. Pocos herbarios virtuales están diseñados con el uso para la conservación como conductor primario. Excepcionalmente, se creó el Herbario Virtual Reflora de Brasil (RVH, en inglés) para incrementar el conocimiento y la conservación de la flora brasileña. El RVH está integrado cuidadosamente con la plataforma Flora de Brasil 2020, sobre la cual está bajo construcción la nueva flora nacional de Brasil. Se accede a ambos recursos a través de la página inicial de Reflora y miles de usuarios navegan continuamente entre estos recursos de la página. Para entender cómo se usan actualmente los recursos de Reflora así como su impacto sobre la ciencia de la conservación, realizamos una revisión de la literatura y una encuesta en línea. Buscamos las publicaciones de estudios que usaron los recursos de Reflora y las publicaciones elaboradas por investigadores brasileños que formaron parte del programa de investigación y movilidad de Reflora. La encuesta incluyó preguntas de opción múltiple y preguntas que requerían una respuesta escrita. Enfocamos la encuesta en los visitantes a la página web de Reflora para obtener una gama más amplia de usuarios de Reflora que la que obtendríamos sólo con la revisión de la literatura. Los recursos de Reflora se usaron para una variedad de propósitos relevantes para la conservación. La mitad de las 806 publicaciones científicas en las que se citó a Reflora y el 81% de los 1069 encuestados que acceden a los recursos de Reflora mencionaron resultados de investigación relevantes para la conservación. La mayoría de los usos relevantes para la conservación de los recursos de Reflora en las publicaciones científicas estuvieron más enfocados en la investigación que en la implementación. La encuesta para los usuarios de Reflora mostró que los usos e impactos de los herbarios virtuales fueron más numerosos y diversos que los usos capturados en la revisión de la literatura. Los herbarios virtuales son recursos vitales para la ciencia de la conservación, pero deben documentar su uso y sus impactos exhaustivamente para asegurar su sustentabilidad.

Assuntos

RESUMO

Applying scientific knowledge to confront societal challenges is a difficult task, an issue known as the science-practice gap. In Ecology and Conservation, scientific evidence has been seldom used directly to support decision-making, despite calls for an increasing role of ecological science in developing solutions for a sustainable future. To date, multiple causes of the science-practice gap and diverse approaches to link science and practice in Ecology and Conservation have been proposed. To foster a transparent debate and broaden our understanding of the difficulties of using scientific knowledge, we reviewed the perceived causes of the science-practice gap, aiming to: (i) identify the perspectives of ecologists and conservation scientists on this problem, (ii) evaluate the predominance of these perspectives over time and across journals, and (iii) assess them in light of disciplines studying the role of science in decision-making. We based our review on 1563 sentences describing causes of the science-practice gap extracted from 122 articles and on discussions with eight scientists on how to classify these sentences. The resulting process-based framework describes three distinct perspectives on the relevant processes, knowledge and actors in the science-practice interface. The most common perspective assumes only scientific knowledge should support practice, perceiving a one-way knowledge flow from science to practice and recognizing flaws in knowledge generation, communication, and/or use. The second assumes that both scientists and decision-makers should contribute to support practice, perceiving a two-way knowledge flow between science and practice through joint knowledge-production/integration processes, which, for several reasons, are perceived to occur infrequently. The last perspective was very rare, and assumes scientists should put their results into practice, but they rarely do. Some causes (e.g. cultural differences between scientists and decision-makers) are shared with other disciplines, while others seem specific to Ecology and Conservation (e.g. inadequate research scales). All identified causes require one of three general types of solutions, depending on whether the causal factor can (e.g. inadequate research questions) or cannot (e.g. scientific uncertainty) be changed, or if misconceptions (e.g. undervaluing abstract knowledge) should be solved. The unchanged predominance of the one-way perspective over time may be associated with the prestige of evidence-based conservation and suggests that debates in Ecology and Conservation lag behind trends in other disciplines towards bidirectional views ascribing larger roles to decision-makers. In turn, the two-way perspective seems primarily restricted to research traditions historically isolated from mainstream conservation biology. All perspectives represented superficial views of decision-making by not accounting for limits to human rationality, complexity of decision-making contexts, fuzzy science-practice boundaries, ambiguity brought about by science, and different types of knowledge use. However, joint knowledge-production processes from the two-way perspective can potentially allow for democratic decision-making processes, explicit discussions of values and multiple types of science use. To broaden our understanding of the interface and foster productive science-practice linkages, we argue for dialogue among different research traditions within Ecology and Conservation, joint knowledge-production processes between scientists and decision-makers and interdisciplinarity across Ecology, Conservation and Political Science in both research and education.

Assuntos

RESUMO

INTRODUCCIÓN: Hay escasos registros en Chile del conocimiento de las mujeres sobre el efecto del uso de sustancias psicoactivas (USP) y la posible abstinencia en el embarazo. El presente estudio exploró datos biodemográficos, prevalencia de consumo, y la relación entre el conocimiento que ellas tienen sobre el efecto de estas sustancias sobre el feto, la abstinencia y la salud mental. MÉTODO: Se aplicó un cuestionario a 264 puérperas, registrando el USP, los meses de embarazo de consumo, datos biodemográficos, medidas del recién nacido (RN) y un cuestionario GHQ-12. Se las entrevistó sobre el conocimiento que tenían de los efectos del USP sobre el feto. RESULTADOS: El cigarrillo fue la sustancia más utilizada (prevalencia de 11,3% de uso hasta el noveno mes). Los RN de fumadoras de más de 800 cigarrillos totales en el embarazo tuvieron un peso significativamente menor. Solo el consumo de alcohol fue menor entre quienes reconocían sus efectos sobre el feto (t-test = 2,126; p = 0,037). Solo se encontró diferencias en el GHQ-12 en las mujeres que habían consumido cocaína (total) antes del embarazo comparadas con el resto. Ninguna otra variable tuvo un impacto sobre el GHQ-12. DISCUSIÓN: El conocimiento sobre el efecto del USP sobre el feto no parece tener un gran impacto sobre la decisión de abstinencia. Es preocupante que esta carencia de asociación se dé sobre todo con los cigarrillos, que es la sustancia más consumida y la única que parece asociarse con un bajo peso del RN

BACKGROUND: There is a scarcity of records in Chile concerning pregnant women's knowledge of the effect of psychoactive substance use (PSU) and its impact on abstinence and on the neonate. The present work explored biodemographic data, prevalence of substance use, and the relationship between women's knowledge about effects on the foetus, abstinence and mental health.METHOD: 264 postpartum women were asked to fill a questionnaire recording PSU, biodemographic data, newborn outcome measures, and included the 12-item General Health Question-naire (GHQ-12). Interviews were conducted to determine the level of knowledge concerning the effects of psychoactive substances on the foetus. RESULTS: cigarettes were the most used substance (11.3% of prevalence at the 9th month). Newborns of smokers who smoked more than 800 cigarettes during pregnancy had a significant lower birth weight. Only alcohol use was reduced in women knowledgeable of its effects on the foetus (t-test = 2.126, p-value = 0.037). GHQ-12 results were different only amongst women that had used cocaine prior to the pregnancy. DISCUSSION: Knowledge of the effects of PSU on the foetus did not impact the decision to abstain from use. It is worrying that this lack of relationship was particularly notable for cigarettes, the most used substance, and the only substance associated with low birth weight.

Assuntos

RESUMO

A psicanálise contribuiu para que as crianças deixassem de ser tomadas como ingênuas e docilmente educáveis quando lhes atribuiu um saber, as teorias sexuais. Assim demonstrou a possibilidade de elas formularem os modos como se procedem as relações afetivas, sexuais e de poder entre as pessoas das quais depende. Na atualidade, a suposição de saber às crianças toma outras conotações quanto ao lugar político-libidinal a elas reservado e abre a dimensão do gozo sem limites em seu trato no que concerne aos abusos e às explorações. Discutiremos acerca do lugar atribuído à criança na família, na mídia e na ciência.

Psychoanalysis has contributed for children no longer to be taken as naïve and easily educable when it gave them a knowing, the sexual theories. Thus, it has demonstrated that they can formulate the ways in which the emotional, sexual and power relationships evolve among the people on whom they depend. At present, the assumption that children have a knowing takes other connotations as to the political-libidinal place reserved for them, which opens the dimension of limitless jouissance in dealing with them regarding abuse and explorations. We will discuss about the place given to the child in the family, media and science.

El psicoanálisis contribuyó para que los niños dejasen de ser considerados como ingenuos y dócilmente educados cuando se les atribuyó un conocimiento, sobre todo las teorías sexuales. Así han demostrado sus posibilidades de formular las formas de cómo son las relaciones afectivas, sexuales, y de poder entre las personas de que dependen. En la actualidad, la suposición de saber a los niños tiene otras conotaciones en relación al sitio político-libidinal que se les ha reservado y abre la dimensión del goce sin límites en el trato con el niño sobre los abusos y explotaciones. Discutiremos acerca del lugar otorgado al niño en la familia, en los medios de comunicación y en la ciencia.

Assuntos

RESUMO

A psicanálise contribuiu para que as crianças deixassem de ser tomadas como ingênuas e docilmente educáveis quando lhes atribuiu um saber, as teorias sexuais. Assim demonstrou a possibilidade de elas formularem os modos como se procedem as relações afetivas, sexuais e de poder entre as pessoas das quais depende. Na atualidade, a suposição de saber às crianças toma outras conotações quanto ao lugar político-libidinal a elas reservado e abre a dimensão do gozo sem limites em seu trato no que concerne aos abusos e às explorações. Discutiremos acerca do lugar atribuído à criança na família, na mídia e na ciência.(AU)

Psychoanalysis has contributed for children no longer to be taken as naïve and easily educable when it gave them a knowing, the sexual theories. Thus, it has demonstrated that they can formulate the ways in which the emotional, sexual and power relationships evolve among the people on whom they depend. At present, the assumption that children have a knowing takes other connotations as to the political-libidinal place reserved for them, which opens the dimension of limitless jouissance in dealing with them regarding abuse and explorations. We will discuss about the place given to the child in the family, media and science.(AU)

El psicoanálisis contribuyó para que los niños dejasen de ser considerados como ingenuos y dócilmente educados cuando se les atribuyó un conocimiento, sobre todo las teorías sexuales. Así han demostrado sus posibilidades de formular las formas de cómo son las relaciones afectivas, sexuales, y de poder entre las personas de que dependen. En la actualidad, la suposición de saber a los niños tiene otras conotaciones en relación al sitio político-libidinal que se les ha reservado y abre la dimensión del goce sin límites en el trato con el niño sobre los abusos y explotaciones. Discutiremos acerca del lugar otorgado al niño en la familia, en los medios de comunicación y en la ciencia.(AU)

Assuntos

RESUMO

O presente trabalho revisita inicialmente algumas das questões mais significativas referentes ao conceito de saúde desenvolvido nas práticas discursivas contemporâneas, como sua relação com a capacidade normativa dos sujeitos frente à instituição de novas normas sociais e ou biológicas. Em seguida, é resgatado o modelo dialético do processo de determinação social da saúde-doença no contexto dos processos contraditórios do sistema de reprodução social, como no âmbito do devir dos nexos biopsicossociais e seus modos de vida historicamente específicos. Na sequência, transita-se sob as dimensões contraditórias do processo de reprodução social capitalista, como sob sua lógica tecno-econômica de produção e consumo, considerando seus respectivos impactos sobre as condições de vida e saúde dos sujeitos e coletividades. Por fim, há uma reflexão sobre a importância de uma práxis emancipadora para a epidemiologia na conquista do bem-estar e da qualidade de vida como também é enfatizada a necessidade do seu compromisso na estruturação de um novo paradigma para o campo da saúde pública em sua práxis do saber agir.

Some of the most significant questions related to the concept of health present in contemporary discursive practices, such as its relation with the normative capacity of the individuals when faced with the institution of new social and/or biological norms, are initially reexamined in this paper. Subsequently, the dialectical model of the social determination process of health-disease is examined in the context of the contradictory processes of the social reproduction system as in the scope of the bio-psychological nexuses on outcome and its historically specific ways of life. The contradictory dimensions of the capitalist social reproduction process and their techno-economic logic of production and consumption are then analyzed, considering their respective impacts on the living and health conditions of citizens and communities. Lastly, the importance of the emancipative praxis for epidemiology in the achievement of well-being and quality of life are considered and the need for commitment in the construction of a new paradigm for the public health field in its praxis of knowing how and when to act are emphasized.

Assuntos

RESUMO

O presente artigo propõe-se a refletir sobre os caminhos e desafios que possibilitam aos alunos de cursos de formação de terapeutas com uma postura colaborativa, desenvolver a atitude denominada como “não-saber” (Anderson & Goolishian, 1988). Procura refazer o processo pessoal da autora de aquisição de conceitos facilitadores para uma escuta atenta e disponível, que se mescla com processo semelhante da constituição do Instituto Familiae. Descreve quais vozes têm sido propiciadoras e organizadoras de um caminho permanentemente em construção do lugar do docente como um facilitador do processo de aprendizagem que o Instituto Familiae procura desenvolver em cursos de formação de terapeutas de casal e família e de profissionais que atuam junto a famílias, grupos e comunidades em áreas de desenvolvimento humano. Apresenta as vozes de alunos das quatro últimas turmas quanto ao que aprenderam no Familiae, o que foi importante para formarem com os colegas uma comunidade de aprendizado colaborativa informada pela posição do “não saber". (AU)

The present paper intends to promote the debate over the routes and challenges that enable the therapy student's preparation course with on a collaborative stance, to develop an attitude named "not knowing'(Anderson & Goolishian, 1988). This article wishes to redo the author's personal acquiring process of facilitating concepts for an attentive and available listening, which mingles itself with the familiae Institute birt. It describes which voices have been the generators and the organizers of the ongoing constrution path of the scholar's role as facilitators of the learning process that the familiae Institute wishes to develop in couples and family therapy graduation courses and in the development of professionals that work with families, groups and communities within the fields of human development. It also introduces the student's voices from our last four classes, regarding what they have learned at familiae, which was paramount to the buildingof a collaborative learning community driven by the "not knowing" position. (AU)

RESUMO

El objetivo del texto es mostrar que el conocimiento, entendido como certeza, ha sido duramente cuestionado desde diversos campos del saber (filosofía, psicología, psicoanálisis, epistemología, biología, etc.), lo que ha implicado una reformulación de algunos planteamientos sobre el mismo. La diferencia entre saber y conocimiento, trabajada ya por varios autores, se aborda aquí desde una perspectiva que señala la posibilidad de reflexión acerca del saber y el conocimiento a partir de la epistemología contemporánea en la psicología, la ética, la filosofía, entre otras disciplinas. El texto se divide en cinco partes: a) Teoría y práctica: se introduce el tema principal con el problema de la relación entre teoría y práctica mostrando sus difusos límites, con lo cual se empieza el cuestionamiento al saber entendido de forma positivista, b) Algunos supuestos acerca del saber y su transmisión: en esta segunda parte se muestran varios supuestos sobre el saber que conformaban la idea tradicional que se tenía de él, c) Panorámica de la ciencia del siglo XX en relación con el problema del saber: aquí se presenta una visión panorámica del cuestionamiento hecho por la epistemología contemporánea al concepto de saber que manejaba el positivismo lógico, d) El saber tácito: se muestra con mayor detalle uno de los cuestionamientos más fuertes que ha recibido la idea positivista de saber: el saber tácito. Además, se propone una diferencia entre saber y conocimiento, e) Conclusión: se muestra la situación actual del saber y el conocimiento, como efecto del recorrido indicado a lo largo del texto, tomando algunas reflexiones sobre Platón y su planteamiento de la diferencia entre doxa y episteme (que hasta cierto punto pueden homologarse a saber y a conocimiento, respectivamente -Ramírez, 1996; Lopera, 2004).

The aim of this paper is to show how knowledge, in the sense of certainty, has received criticisms from several disciplines (philosophy, psychology, psychoanalysis, epistemology, biology, among others), which has implicated a re-formulation of some perspectives about it. The difference between knowing and knowledge, already examined by several authors, is tackled here from a point of view that shows the possibility of reflection about knowing and knowledge taken from contemporary epistemology in psychology, ethics, philosophy, and other fields. This text is divided into five sections: a) Theory and practice: The main topic is introduced along with the problem of the connection between theory and practice and their diffuse limits, which is the beginning of criticism about knowledge in its positivistic form, b) Some assumptions about knowledge and its transmission: this second part discusses several assumptions about knowledge that gave shape to the traditional idea about it, c) Outlook of science in the XX century in relation to the problem of knowledge: this section presents a panoramic view of the criticisms made by contemporary epistemology about the concept of knowledge assumed by logical positivism, d) Tacit knowledge: this part deals in detailed manner with one of the stronger criticisms that has ever been made to the positivistic conception of knowledge: tacit knowledge. Moreover, a distinction between knowing and knowledge is proposed, e) Conclusion: The present situation of knowing and knowledge as an effect of the route designed throughout this text is shown in this section, taking into account some reflections about Plato and his distinction between doxa and episteme (terms which to some extend could be equivalent to knowing and knowledge, respectively -Ramírez, 1996; Lopera, 2004).

O objetivo deste artigo é mostrar que o conhecimento, visto como certeza, tem sido questionado desde diversos campos do saber (filosofia, psicologia, psicanálise, epistemologia, biologia, etc.), o qual implica reformular algumas idéias sobre o mesmo. A diferença entre saber e conhecimento, exposta por vários autores, é examinada desde uma perspectiva que permite refletir acerca de eles partindo da epistemologia contemporânea na psicologia, ética, filosofia e outras disciplinas. O artigo consta de cinco partes: 1. Teoria e prática: é apresentado o tema principal mediante o problema da relação entre teoria e prática, mostrando os seus limites difusos; assim começa o questionamento ao saber positivista. 2. Alguns supostos sobre o saber e a forma de transmiti-lo: mostram-se vários supostos sobre o saber, que conformavam a idéia tradicional sobre ele. 3. Panorama da ciência do século XX em relação com o problema do saber: é apresentada uma visão panorâmica do questionamento da epistemologia contemporânea ao conceito do saber mantido pelo positivismo lógico. 4. O saber tácito: é exposto com detalhes um dos fortes questionamentos feitos à idéia positivista do saber: o saber tácito. 5. Conclusão: é mostrada a situação atual do saber e o conhecimento, efeito do percorrido sinalado no texto, e são tomadas algumas reflexões sobre Platão e sua exposição sobre doxa e episteme (que, de certo modo, podem tomar-se como saber e conhecimento, respectivamente -Ramírez, 1996; Lopera, 2004).

Assuntos