No presente artigo analisaremos o filme Visão: A vida de Hildegarde Von Bingen, 2009, verificando o esforço da cineasta alemã Margarethe Von Trotta para estabelecer um modelo exemplar de feminino a partir da vida da visionária Hildegarde Von Bingen, tendo como pano de fundo a sua carreira ligada à questão do Feminismo. A exemplaridade surge como um dos pontos altos dos filmes de Vida de Santo, ou hagiografia fílmica, por essa razão verificaremos sua estética, estrutura e finalidade. Bem como traçaremos (...) as relações necessárias entre a personagem histórica, sua música, seu pensamento, com o que dela sobressai na obra cinematográfica. Por método, partimos incialmente apenas da obra midiática, decupando-a, estudando sua narrativa, forma estética e estrutura, para só então levantar as questões mais importantes ali colocadas relacionando-as com os fatos sociais. (shrink)

Das typologische Spektrum der Denkformen von Alterität ist breit. Es erstreckt sich zwischen leerer Gleichheit und unzugänglicher Fremdheit. Eine besondere Zuspitzung erfährt das Thema in der Theologie im Gottesgedanken. Das Buch behandelt diesen Problemzusammenhang anhand von Fallstudien zu Schleiermacher und Luther. Bei der Interpretation geht es zugleich um die Frage nach Genese und Quellen von Alterität in übergreifenden Zusammenhängen. Im Mittelpunkt stehen hierbei die grossen theologischen Gegensatzverhältnisse zwischen Gott und Sünde im Horizont, ebenso die vielfältigen Differenzkorrelationen von Selbst und Welt. (...) Dies findet eine Zuspitzung in der Fokussierung von Entsprechungen zwischen Gottes-, Sozial- und Selbstverhältnissen: Theologie wird mit der Logik von Soziologie und Psychologie verknüpft."-- Back cover. (shrink)

Das Buch untersucht die Bedeutung des Begriffs rationalitas bei Hildegard von Bingen. Zunachst wird die Herkunft des Begriffs von der griechischen Logoslehre uber die fruhchristliche Trinitatsspekulation bis hin zur ratio-Rezeption des Fruhmittelalters beleuchtet. Auf diesem Hintergrund entfaltet der zweite Teil die anthropologisch-theologische Bedeutung von rationalitas fur das Weltbild Hildegards.

Vom Hildegardis-Fest am 17. September 1997 bis zum September des darauffolgenden Jahres erstreckten sich im Gebiet zwischen Bermersheim und Eibingen und von Bingen bis Mainz die Feierlichkeiten zum 900-jahrigen Geburtsjubilaum Hildegards von Bingen. Die Verehrung der Volksheiligen aus dem Raum zwischen Nahe und Rhein hat auch in unserer Zeit zu vielfaltigen Veranstaltungen angeregt. Der Kongress stand unter dem Thema, das jetzt auch den Titel dieses Bandes hergibt, und fand vom 16. bis 21. Marz 1998 im Erbacher Hof statt.".

Taking as a point of departure Sudbrack's affirmation regarding the task proposed by Hildegard of Bingen - that is to say, valuing the ambit of perception in the way that Kant valued the realm of reason in his critique ofpure reason - the present work presents a study of the relation between reason and love in Scivias. The rigorous analytic study of the concept «rationalitas» - to discover its relationship with love - shows itself, effectively, in «sensus rationalitatis», so (...) that it is the senses that mediate the problem of reason and love, and explain it according to the Incarnation and the mystery of the Trinity. Hence the exceptional trinitarian and pneumatological depth in Hildegard's Scivias effectively provides a new response to the problem of reason and love in the light of the formula «symphonia rationalitiatis». (shrink)

Name der Zeitschrift: Das Mittelalter Jahrgang: 21 Heft: 2 Seiten: 381-399.

Name der Zeitschrift: Frühmittelalterliche Studien Jahrgang: 47 Heft: 1 Seiten: 185-208.

힐데가르트의 의학적 사상은 중세시대 많은 공헌을 했다고 평가할 수 있으며, 특히 그 당시 그리스도교라는 전통 안에서 잊혀질 수 있었던 여성의 역할을 복원하는데 큰 기여를 했다. 그녀가 생존했던 중세시대 특성상 여성성의 발견이나 여성의 권리와 역할 확대 등에 관해 직접적으로 다루지는 않았지만, 남성과 여성을 지배와 피지배 관계가 아닌 상호 협력해야 하는 관계로 규정했다는 점에서 여성학자로 규정될 수 있다. 중세시대 여성 활동이 극히 제한적으로 허용되던 당시, 사회적 편견을 극복하고 여성의 역할을 확장시킨 좋은 사례가 될 것이다. 무엇보다 중세시대에 여성이 의료인으로 참여한다는 것은 어려운 상황이었음에도 (...) 여성 신비가이자 수녀원장으로서 영성치유와 자연치료의 선구자 역할을 했다고 생각된다. 그렇다면 힐데가르트는 자연치료사인가, 아니면 주술사인가. 이 글은 자연치료사로서 힐데가르트를 소개하는데 그 목표가 있다. 그 과정에서 중세 대체의학의 선구자로서 힐데가르트가 규정될 것이다. 그렇다면 대체의학을 우리는 어떻게 규정하고 있는가. 대체의학의 의미를 ①우리가 단순히 약물, 외과수술 또는 질환의 치료를 위해 정통적이며 의학적인 절차에 의존하지 않는다는 것, ②건강과 치유에 대한 접근을 지칭하기 위해 사용되는 것, ③인문학적 전통인 신과 연관된 의학이라는 의미로 인간의 심리적이며 영적 건강과 질병에 관심을 지니고 있다는 것에서 규정된다면, 힐데가르트의 자연치료법은 대체의학 범주에 포함 된다고 볼 수 있다. 왜냐하면 힐데가르트의 그것에서 치유란 하느님이 인간에게 준 본래의 힘을 회복하면 얻어질 수 있는 것으로 규정되기 때문이며, 그런 한에서 그녀의 자연치료법은 창조 신학과 우주 철학, 전인적 인간론과 심리학 등과 결부되어 있다고 할 수 있다. 다시 말해서 힐데가르트에게 치유란, 인간과 피조물 간에 연관성, 즉 인간의 영혼과 육체가 조화로운 일치를 추구함과 동시에 인간의 영혼과 육체가 자연현상과 상호 유기적인 연관성을 지니며 그리스도를 따르는 하나의 방식이라 할 수 있다. 그렇기 때문에 힐데가르트의 치유는 신학을 토대로 자연과 인간의 상호 유기적 연관성을 중요시하는 대체의학일 수 있으며, 또한 인간의 질병을 체액이론으로서 자연치료법과 연결시킨 영성치유의 사례라 할 수 있다. (shrink)

Die neu gegründete Reihe Paracelsus Studien bietet ein wissenschaftliches Forum für interdisziplinäre Forschungen, die sich kultur- und wissenschaftshistorisch Modellen eines ganzheitlichen Weltbildes widmen und den Dialog zwischen den Disziplinen anregen. Der frühneuzeitliche Alchemist, Mystiker, Theologe und Philosoph Paracelsus (1493-1541) dient hierfür als Leitfigur und Vorbild. Als eröffnender Sammelband fokussiert Mystik und Natur Epochen und Persönlichkeiten der Geistesgeschichte von der Spätantike bis in die Gegenwart, die sich der Integration von Spiritualität und Wissenschaft widmeten: Hildegard von Bingen, Jakob Böhme, Emanuel Swedenborg, (...) Josef Goerres und Johann Wolfgang von Goethe stehen ebenso im Mittelpunkt der Untersuchungen wie gegenwärtige ganzheitliche Ansätze und ihre historischen Bezüge. (shrink)

Taking its point of departure in a childhood memory of Derrida around raising silkworms, this essay explores the urgency invoked in the same memory of ‘conjuring green’. Following the polysemy of the French verb ( conjurer means to ‘ward off’, ‘cause (a spirit or ghost) to appear’, ‘implore’, and literally, ‘swear together’), the conjured green binds the child and later the writer surreptitiously to both the community and language of Islam, in which the colour green evokes the gardens of paradise, (...) and the infinitely differentiated proliferation of plants whose anthology encroaches upon and undermines any ontology. Along the meandering lines of Derrida’s meditation on the conjured, warded-off, mourned and celebrated green, the Qur’anic Muslim’s joy and radiance whose roots are the same as those for ‘vividness’ and ‘flourishing’, are grafted onto Hildegard von Bingen’s viriditas, the greening power or force which the German mystic Hildegard von Bingen understood as the living soul of creation; and Darwin’s discovery of the movement of plans as ‘circumnutation’, a Derridian term avant la lettre, that captures the dynamic of plants in Derrida’s Glas. (shrink)

Sguardo d'insieme -- Armonia delle sfere celesti : Hildegard von Bingen, symphonia -- Il tempo di Dio : Johann Sebastian Bach, Cantata Gottes Zeit -- Trasmutazioni : Wolfgang Amadeus Mozart, Die Zauberflöte -- "Questo bacio vada al mondo intero" : Ludwig van Beethoven, An die Freude -- Viaggio d'inverno : Franz Schubert, Winterreise -- Inni all notte : Richard Wagner, Tristan und Isolde -- L'ultimo rito : Richard Wagner, Parsifal -- Azzurre solitudini : Gustav Mahler, Terza sinfonia -- Universi (...) sonori : Gustav Mahler, Ottava sinfonia -- Orizzonti perduti : Gustav Mahler, Das Lied von der Erde -- Labirinti : Richard Strauss, Also sprach Zarathustra -- Cortei di ombre : Richard Strauss, Metamorphosen -- La terza via : Omaggio a Francesco d'Avalos. (shrink)

Entre la abadesa medieval alemana Hildegard von Bingen (siglo XII) y la monja clarisa chilena de fines del siglo XVII sor Úrsula Suárez existe una gran distancia histórica y cultural. Sin embargo, algo las aproxima enérgicamente, tal y como si hubieran sido hermanas del mismo claustro. Y esta aproximación no consiste en la vestimenta de hábitos o la proclamación de votos de pobreza, obediencia y castidad, si no que es, por sobre todo, la peripecia que ambas tuvieron que realizar (...) para poder relatar sus experiencias espirituales: pedir el permiso de una figura masculina en el caso de Hildegard, y someterse a la obediencia de esta misma figura en el caso de Úrsula. En este trabajo me propongo exponer cómo los discursos de las monjas que han escrito se subordinan a la aprobación de un modelo de poder y autoridad. Among the medieval German abbess Hildegard von Bingen (XII Century) and the Chilean late seventeenth century Clarisse Sister Ursula Suárez there exists a great historical and cultural distance. However, something strongly approximates them as if they were sisters of the same cloister. And this approach is not the clothing habits or the proclamation of vows of poverty, obedience and chastity, but it is, above all, the adventures that both had to live through in order to describe their spiritual experiences: ask permission of a male figure in the case of Hildegard, and submit to the obedience of this same figure in the case of Ursula. In this paper we propose to show how the discourses of the nuns who have written are subordinated to the approval of a model of power and authority. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Other Side of Nothingness: Toward a Theology of Radical OpennessPaul O. IngramThe Other Side of Nothingness: Toward a Theology of Radical Openness. By Beverly J. Lanzetta. Albany: State University of New York, 2001. 182 pp.The central thesis of The Other Side of Nothingness is that apophatic mystical experience offers Christians a theology of humility sensitive to religious pluralism, which in turn is a means of overcoming the (...) "pains of spiritual oppression" caused by religious intolerance and doctrinal imperialism. The book's argument is that "mystical consciousness" overturns the dogmatic truth claims of "conventional theology" by preparing the self for the experience of radical openness to "divinity," however "divinity" is theologically named in the "conventional theology" of humanity's religious traditions. The book's author, Beverly J.Lanzetta, draws on a variety of Christian mystical texts to support her claims: Meister Eckhart, Gregory of Nyssa, Pseudo-Dionysius, Teresa of Avila, Bonaventure, and the anonymous author of the Cloud of Unknowing. She also makes comparative references to Hindu, Buddhist, and Sufi traditions, along with contemporary writers such as Abraham Joshua Heschel, Mahatma Gandhi, Thomas Merton, Howard Thurman, and Dorothy Day to illustrate her claim that apophatic mystical experience—the experience of the utter [End Page 306] annihilation of the self—draws the mystic to a place beyond a tradition's historical and normative self-understanding to new dimensions of the Sacred and, sometimes, to new "revelatory paradigms." The revelatory paradigm Lanzetta believes she has discovered in the evidence she cites is that "the divine nature itself is pluralistic, non-absolute, and is continually the source of new religious traditions," by which she means something similar to what John Cobb calls "creative transformation." For her, this is the antidote to religious imperialism and the exclusivism of conventional theology, meaning "non-mystical theology," which she argues is the source of religions fanaticism in all religions traditions, particularly in Christianity.There is much to admire about Lanzetta's take on mysticism and its importance for undercutting theological absolutism of the sort one encounters in the Christian Right or in certain radical movements within contemporary Islam. Her analyses of the mystical texts she cites to support her arguments are carefully crafted and accurately express the theologies of the Christian mystics who are the foci of her own theological reflection. Her writing style is elegant and clearly expresses the passion with which she embraces her views. I especially liked her focus on kenotic Christology in her description of the "Apophatic Christ" who "bears the generosity of speech and teaches an ethic of radical openness," which Lanzetta claims is also an openness to truths found outside Christian tradition. "All are called not to his name, his ministry, or even to his person, but are called to sustain the tension between the saying and the unsaying, and between the living and the dying, in which God's nonviolent heart yearns for unconcealment" (p. 90). Indeed, this is the heart of Christian mystical experience of Christ, particularly attested to in the writings of Maguerite Porete and Hildegard von Bingen. Yet kenotic Christologies are also found in nonmystical theology, which Lanzetta tends to lump together pejoratively under her category "conventional theology." Consequently, as much as I admire this book and agree with its essential conclusions—but for different reasons—my trouble with this work originates in Lanzetta's assertion of a hard dualism between mystical theology and "ordinary theology," a dualism that undermines her arguments and conclusions. My concern is threefold.First, mystical experience is primarily a matter of consciousness in the sense that something previously unknown and unexperienced is suddenly "there." This unanticipated presence is as real to the mystic's perspective as everyday experiences are, which is why mystics so often speak of being empowered to "see" or "touch" or "taste" what has been up to now imperceptible. If the experience is apophatic in structure—a usually brief moment of awareness in which all subject-object duality is overcome so that the mystic isn't aware of a self separated from what the self experiences or even that there is an "experience happening"—the mystic is neither thinking, feeling, or interpreting. That is... (shrink)

HEINRICH SCHIPPERGES vollendete am 17. Marz 1983 sein 65. Lebensjahr. Urn ihm eine Freude zu machen, ja urn ihm die gebiihrende Referenz zu erweisen, hatte sich am 19. Marz im Auditorium der Heidelberger Akademie der Wissenschaften ein Kreis von Gratulanten eingefun­ den. Die Sprecher brachten ihre Gabe, je einen Beitrag aus dem eigenen Arbeitsgebiet, zum Vortrag, und der lubilar selbst griff in die Speichen. Er zeigte, was er unter "An­ thropologie" versteht. Nicht aIle Beitdige zu diesem Buche konnten miindlich ausgebreitet (...) werden, aus auBeren Grunden. Nicht alles, was gesagt wurde, konnte gedruckt werden, aus ganz verschiedenen sachlichen Grunden. Es ist nur natiirlich, daB in unserem Buche die historischen Aspekte iiberwiegen. Andererseits geht es gewiI3 nicht nur urn "Geschichte" und "Problemgeschichte", sondern urn klarende und kritische Untersuchungen zum Stand der "Hildegard-Forschung", zum Krankheits-, zum ModeIlbe­ griff, urn Gestalttheorie und Krankheitsforschung, - urn nur einiges zu nennen. Die Darstellung unserer "Aspekte" bringt, wie ich denke, zwei Kostbarkeiten: den Bericht der ehrwiirdigen Frau Sr. ADELGUNDIS FUHRKOTIER OSB iiber die Frage, was ist gesichert im literarischen Nachlaj3 der hI. Hildegard von Bingen, und die bezaubernde Geschichte der Vorwor­ ter der Dedikationsliteratur des 12. bis 17. sc. durch einen der besten Kenner des Prooemium, den lubilar selbst. Unser Buch enthalt elf wissenschaftliche Beitrage und eine bibliographische Materialsammlung zur Medizinischen Anthropologie. Dieser Beitrag will dem, der sich orientie­ ren muB, was diese Anthropologie darstellt und wie sie ge­ worden ist, einen "Handapparat" geben. (shrink)

Vorbemerkung: Das Staunen -- Die Scholastik -- Héloïse (um 1099-1164): Die Logik der Liebe -- Mystik als Schau göttlicher Weisheit -- Hildegard von Bingen (1998-1179): "Scivias--Wisse die Wege" -- Die "Querelle du Roman de la Rose" -- Christine de Pizan (um 1364-um 1430): "die Stadt der Frauen" -- Die Aufklärung -- Émilie du Châtlet (1706-1749): "Rede vom Glück" -- Romantik und Neuromantik -- Ricarda Huch (1864-1947): Der Mensch der Zukunft aus dem Geiste der Romantik -- Die Phänomenologie -- Edith (...) Stein (1891-1942): Philosophin der Phänomenologie, Märtyrerin, Heilige -- Philosophie der Pflichten dem Menschen gegenüber -- Simone Weil (1909-1943): Sozialistische Aktivistin, Philosophin, Mystikerin -- Philosophie des Politischen -- Hannah Arendt (1906-1975): Philosophisches Engagement im Zeitalter des Totalitarismus -- Der Existenzialismus -- Simone de Beauvoir (1908-1986): Freiheit und Emanzipation -- Philosophie der Verantwortung in einer globalisierten Welt -- Jeanne Hersch (1910-2000): Freiheit und Verantwortung. (shrink)

Wie lasst sich pagan-antike Naturphilosophie und Naturkunde mit dem christlichen Glauben vereinbaren? Diese Frage stellte fur das Mittelalter kein akademisch-theoretisches Problem dar, sondern ein Anliegen, das die Deutung der Welt, der menschlichen Existenz und der Ethik unmittelbar betraf. Die Antworten, die das Mittelalter auf diese Fragen zu geben versuchte, differieren je nach Zeit, Standort und Intention der Autoren. Das im Rahmen des Sonderforschungsbereichs Wurzburg-Eichstatt durchgefuhrte Symposium stellt in chronologischer Anordnung verschiedene Antwortmodelle vor und gibt einen Uberblick uber das geistliche Naturverstandnis (...) des Mittelalters von der Karolingerzeit bis ins 14. Jahrhundert. Dabei werden die verschiedenen Disziplinen, die an Natur-wissen interessiert waren (Medizin, Theologie, Artes) unter Berucksichtigung der verschiedenen Gattungen (medizinisches Handbuch, Vision, Lehrdialog, enzyklopadisches Nachschlagewerk) einbezogen. Das Spektrum der behandelten Themen erstreckt sich von einem Karolingischen Arzneibuch uber den `Physiologus', Hermann von der Reichenau, Hildegard von Bingen, den altfranzosischen `Lucidaire' und `Sidrac', die Naturenzyklopadisten Thomas von Cantimpre und Bartholomaus Anglicus und reicht bis hin zu den Arzten Ortolf von Baierland und Paracelsus. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Musician and Teacher: An Orientation to Music EducationBrent GaultPatricia Shehan Campbell (with chapters contributed by Steven M. Demorest and Steven J. Morrison), Musician and Teacher: An Orientation to Music Education (New York, NY: W. W. Norton and Company, 2008)If one were to review the course content of undergraduate music education programs at various colleges and universities, an "Introduction to Music Education" or "Foundations of Music Education" course would (...) most likely be included. This course often serves a variety of functions for a given program. It can provide students with an overview of the various instructional settings found in the music education profession and introduce theoretical information regarding student development and learning. Foundation courses often review historical and philosophical information, allow students to develop their own justifications regarding why music should be part of a school program, and present information regarding practical issues in the music teaching profession including assessment, planning for instruction, use of technology, and working with diverse learning situations.Because the curricular content within given foundation courses can be quite varied, finding a text that is broad enough to cover the myriad of topics that might be addressed in this type of course yet detailed enough to make each topic meaningful is a true challenge. While no single text can truly meet all needs [End Page 213] that are unique to each instructional setting, Patricia Shehan Campbell's Musician and Teacher: An Orientation to Music Education is an example of a text that succeeds in both providing a broad view of the music education profession while also presenting specific and meaningful information related to each topic addressed within its pages.One of the unique aspects of this book is Campbell's attempt throughout the text to discuss music education from personal, theoretical, and global perspectives. Many of the chapters utilize case descriptions of music education students and practicing teachers to highlight the theoretical ideas discussed in the text. In addition, Campbell relates learning theories and instructional approaches not only to instructional settings within the United States but throughout the world so that the reader can see both similarities and differences in how music is experienced in each setting.The first six chapters of the text deal with general principles related to the music education profession. An opening chapter sets the stage by discussing the decision to become a music educator, relating this decision to the personal stories of five individuals, and describing the qualities that can lead to a successful career in music education. The second chapter, "Great Minds on Music Education," provides an overview of the philosophical arguments for music education. Campbell uses this chapter to relay the ideas of perennial figures commonly identified with music education philosophy including John Blacking, Christopher Small, Bennett Reimer, Keith Swanwick, David Elliott, and Estelle Jorgensen, and adds to this a description of the views of political leaders, scholars, and thinkers throughout the world. In addition to discussing the views of Plato, Aristotle, Boethius, and Lowell Mason, Campbell also includes the ideas of Hildegard von Bingen, Akbar the Great (India), Chulalongkorn (Thailand), and Nelson Mandela to provide a richer portrait of how members of cultural communities throughout the world experience and value music.Continuing with this global perspective, Campbell uses the third chapter to discuss the ways that communities transmit music via formal, nonformal, and natural learning. These three ways of transmitting knowledge are similar to the ideas she described related to Bateson (Learning I, II, and III) and Merriam (enculturation, training, and schooling) in Lessons from the World. 11 After defining these approaches to learning, Campbell describes several learning contexts both past (Medieval Europe) and present (West Africa) to illustrate how formal, nonformal, and/or natural learning is utilized. The cross cultural comparison continues in Chapter Four, as Campbell describes various systems of music education in Africa, Asia, Australia, Europe, North America, and South America to illustrate similarities and differences related to standards for education, goals for instruction, and allotment of instructional time and resources.After providing this global view related to approaches to learning and systems [End Page 214] of instruction, the fifth chapter attempts to personalize music education through vignettes of music programs... (shrink)

This is the second volume in what will be a translation with full scholarly apparatus of the entire correspondence of St. Hildegard of Bingen. The translation follows Van Acker's definitive new edition of the Latin text, which is being published serially in Belgium by Brepols. As in that edition, the letters are organized according to the rank of the addressees. The first volume included ninety letters to and from the highest ranking prelates in Hildegard's world: popes, archbishops, and (...) bishops. Volume II comprises letters 91-217, in which Hildegard addresses lower-ranking spiritual leaders offering advice and consolation, and is particularly noteworthy for the correspondence with Guilbert of Gembloux, who provides a wealth of information about the saint and her spiritual gift. (shrink)

The first of four volumes that will present the only English translation of the complete correspondence of the remarkable twelfth-century Benedictine abbess Hildegard of Bingen, this study consists of nearly four hundred letters addressed to some of the most notable people of the day.

Since the 1980s scholars have been increasingly confronted with expectations to orient themselves toward societal and economic priorities. This normative demand for societal responsiveness is inscribed in discourses aimed at increasing the usefulness, competitiveness, and control of academia. New performance criteria, funding conditions, and organizational forms are central drivers of this debate – thereby, they change the conditions in which scholars conduct research and advance their careers. However, little is known so far about the impact these institutional changes have on (...) the habitus of academics. This article analyzes how stable and consistent habitus formations among academics turn out to be in the course of institutional changes. We compare the habitus formations of two generations of German scholars before and after institutional changes gained pace in Germany. Three distinct habitus formations can be identified, which we refer to as “self-fulfilling,” “self-surpassing,” and “self-asserting.” These habitus formations hold across the two generations, but the lines between them become blurry in the new generation. (shrink)

O objetivo do presente artigo consiste em apresentar uma reflexão sobre os paradigmas existentes e emergentes frente a um contexto teórico-científico e a necessidade de mudança devido aos desafios enfrentados em determinados momentos. Assim, o texto, de abordagem qualitativa e caracterizado como uma revisão bibliográfica, contextualiza acerca deste braço da filosofia que trata da natureza da pesquisa científica, do conhecimento no campo educacional, não somente do âmbito da epistemologia, mas também da fundamentação dos paradigmas das ciências e da educação, e (...) do conhecimento científico. As questões metodológicas estão diretamente relacionadas com essa reflexão sobre os resultados significativos e o que precisa ser modificado a partir de uma análise sobre o contexto social em que se está inserido. Para fundamentar este artigo, se apresentam as contextualizações que dialogam em torno de autores como Alda Judith Alves-Mazzotti, Pierre Bourdieu, Boaventura de Sousa Santos, Bernard Charlot, Edgar Morin, Thomas Kuhn e Mario Osório Marques. Portanto, o artigo expõe no seu panorama científico uma resposta às imposições das ciências na contemporaneidade, sem o rompimento com o passado e suas tradições, mas apresentando um olhar voltado para o futuro. A partir dessa perspectiva, precisamos ter clareza do campo científico em que estamos inseridos, conhecendo de fato suas peculiaridades para optarmos por um método que contemple as necessidades apresentadas, tendo segurança do que estamos fazendo. Enfim, pode-se concluir que os profissionais da educação precisam de uma base de pesquisa científica sólida para terem subsídios necessários ao experimentarem novas metodologias em suas práticas pedagógicas que sejam significativas para os estudantes. (shrink)