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O Empirismo Baconiano

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O Empirismo Baconiano
O Empirismo Baconiano

Em uma época de dúvida e de questionamento do que se sabia até então, Sir Francis Bacon buscou um “verdadeiro e extraordinário progresso do saber”, assim como uma “reforma total do conhecimento humano”. Para que tal fosse alcançado ele deixou marcado o caminho a seguir. As descobertas e invenções científicas resultantes dariam ao homem o controle sobre as forças da natureza -“saber é poder”.
A este projeto foi dado o nome de Grande Instauração. Ele abrangia seis partes, sendo a primeira, a classificação completa das ciências existentes; a segunda, a apresentação dos princípios de um novo método para conduzir a busca da verdade; a terceira, uma coleta de dados empíricos; a quarta, uma série de exemplos de aplicação do método; a quinta, uma lista de generalizações de suficiente interesse para mostrar o avanço permitido pelo novo método e a sexta, a nova filosofia que iria apresentar o resultado final organizado num sistema completo de axiomas.
O plano de Bacon não foi levado ao fim, restando referentes a ele apenas três obras. São elas: o De Dignitate et Augmentis Scientarum, que descreve a primeira parte, o Novum Organum, ligado à segunda parte e o História Natural, referente à terceira parte. Contudo, estas obras encontram-se distantes do que Sir Francis almejava.
Bacon dá início ao seu ambicioso projeto, descrito no Novum Organum, através da crítica aos que o antecederam. A eles, ele diz que não devemos ser como aranhas que fiam tirando do seu próprio interior, nem como formigas, que simplesmente recolhem, mas como abelhas que recolhem com um objetivo em mente.
Sir Francis reconhecia que os seus predecessores possuíam “inteligências fortes e agudas”, mas via que, por estarem “enclausurados nas celas dos mosteiros e nas universidades, mais atravancaram as ciências do que concorreram para aumentar-lhes o peso”. Eles chegavam a conclusões através das suas análises pessoais e não através da observação prática. Com estas bases, eles teciam

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    References: AMADO, J. (2005). “Contextos e Formas da Violência Escolar”. Revista Portuguesa de História, Separata, pp. 299-325. Faculdade de Letras, Universidade de Coimbra, Tomo XXXVII. AMADO, J. (2001). Interacção pedagógica e indisciplina na aula. Porto: Edições ASA. AMADO, J. e FREIRE, I. (2009). Indisciplina(s) na escola. Compreender para prevenir. Coimbra: Almedina. BATES, F. & MURRAY, V. K. (1981). L’école, système de comportements, in A. BEAUDOT Sociologie de l’école- pour une analyse de l’établissement scolaire, pp. 53- 67, Paris: Dunod. BLAYA, C. (2003). Elementos de reflexão a partir do comparativismo europeu, in Desafios e alternativas: violências nas escolas. Anais do Seminário Internacional de Violências nas Escolas, pp. 37-56, Brasília, UNESCO, 27-28 de Novembro de 2002. BRONFENBRENNER, U. (1993). The Ecology of Cognitive Development: Research Models and Fugitive Findings, in R..H WOZNIAK & K.W. FISCHER. (Eds). Development in Context. Acting and Thinking in Specific Environments. London: Lawrence Erlbaum Associates, Publishers. BROPHY, J., & GOOD, T. (1986). Teacher behaviour and student achievement, in M. WITTROCK (Ed.), Handbook of research on teaching (3ª edição). New York: Macmillan. FERREIRA, E. (2007). Contextos, Pretextos e Protagonistas da (In)disciplina na Escola. Um estudo de caso numa Escola de 2º e 3º ciclo. Dissertação de Mestrado, Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa (xeroxed text). FREIRE, I. (2001). Percursos disciplinares e contextos escolares – Dois estudos de caso. Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa. HENRIQUES, S. (2007). Indisciplina e Clima de escola. Estudo de caso n uma escola EB2,3/S. Dissertação de Mestrado, Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa. LUCIANO, A. (2007). (In)disciplina em Contexto Escolar. Estudo de caso numa escola do 1º ciclo. Dissertação de Mestrado, Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa. PRATA, C. (2006). O Fenómeno da Indisciplina numa Escola do 1º Ciclo do Ensino Básico. Dissertação de Mestrado, Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa. International Journal of Violence and School – 8 – Juin 2009 96…

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