AULA 2 - 30/07 – PRODUÇÃO DO CONHECIMENTO CIENTÍFICO, TECNOLÓGICO E DISRUPÇÃO – PROF. SIDERLY

Main ideas, concepts, and lessons

1) Course logistics and how to participate (intro)

• The instructor welcomes students to the second class in an online course about production of scientific knowledge.
• Students are encouraged to:
  • Pay attention to announcements by moderators and the course calendar to avoid missing assignment deadlines.
  • Know the class is recorded, and can be replayed later to take notes calmly.
  • Use opportunities during/at the end to ask questions about the content.
• Course materials location:
  • Slides are in course materials, in a folder that appears below the calendar.
  • The slide for today’s lesson should be available (if not yet, soon).
• Attendance policy in an online college:
  • No live attendance tracking.
  • Attendance is calculated based on activity in the course environment:
    • Students access the conceptual lesson via the lesson icon.
    • About 10 minutes before the end, the professors provide a link to a survey for evaluating the lesson.
• A brief housekeeping/transition period follows for role assignments and interpreter support.

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2) Today’s learning objectives (Topics 3 and 4)

The class is organized around two main themes:

1. Topic 3: Leap from orality to scientific knowledge
   • What kinds of knowledge students will produce during academic/professional life.
2. Topic 4: “Getting out of the bubble”
   • How science and technology affect daily life and how society changes over time.

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3) Metaphor: “watering the brain”

The instructor uses a tree/brain metaphor:

• The brain is like a tree that needs care to “bear fruit.”
• “Watering” = consistently feeding the brain with knowledge and information.

Key lesson

• You must seek true information that is well-studied and thoroughly researched.
• Only after internalizing knowledge can you effectively produce it (e.g., give a lecture or write a text).

Emphasis on continuous study

• Teachers (and professionals) must study even familiar topics, especially when new developments appear.
• “Studying forever” is framed as necessary for quality knowledge production.

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4) Types of knowledge presented (with explanations and examples)

A) Mythical knowledge

• Definition/characteristics:
  • Knowledge based on myth, rooted in early human attempts to organize reality through sensory experience and imagination.
• Example elements:
  • Children “read the world” playfully and magically through pretend scenarios.
  • Greek mythology example:
    • Understanding phenomena as coming from “father and mother” relationships.
  • Goddess of memory example:
    • Mnemosyne/Menemosini (memory) and Zeus
    • Birth of the Muses, each tied to a field of knowledge (e.g., astronomy, poetry, mathematics).
  • Memory is described as enabling us to relive moments and keep experiences “immortal.”

B) Common sense (folk/empirical everyday) knowledge

• Definition/characteristics:
  • Knowledge passed down through family and tradition.
  • Not based on scientific inquiry; it is acted on because “it worked before.”
  • Also described as folk knowledge grounded in experience and immediate problem-solving.
• Examples given:
  • Boldo tea for nausea/upset stomach:
    • Used because relatives did it and it “seemed to work,” not because of scientific explanation.
  • Baking cake:
    • “Don’t open the oven door” so the cake doesn’t collapse—explained by “mother said so,” not by physical principles.
  • Superstitions and traditions:
    • Don’t walk under a ladder (bad luck) example is connected to a historical context (ladders used in attacks; oil poured from above), even if people later don’t know the original reason.
    • Shoes put on backwards, flipping items, etc., framed as superstition-like taboos.
• Media/information today:
  • The instructor contrasts past times (less access to information) with today (internet/social media).
  • Important caution:
    • Social media can both reinforce common sense and spread misinformation.
  • Lesson:
    • When encountering claims online, verify with reliable sources: scientific articles or field books by qualified authors.

C) Artistic knowledge

• Definition/characteristics:
  • Knowledge tied to interpretation of culture and the way people position themselves in the world.
  • Expressed through multiple languages: painting, sculpture, literature, music, acting, dance.
• Examples:
  • Writing talent (diaries/letters).
  • Musical performance/interpretation.
  • Reframing “lack of talent” as potentially a misunderstanding of one’s own gifts.

D) Philosophical knowledge (via Socrates)

• Core stance:
  • Doubt and critical questioning: Socrates challenges what others assume to be true.
• What it aims for:
  • Goes beyond appearances of phenomena.
  • Pursuit of wisdom through reason.
• Key claims about knowledge:
  • People can’t know everything; focus on one area can lead to ignorance in others.
  • The skill is to ask questions, not to pretend to have all answers.
• Example philosophical questions listed:
  • Where did humanity originate (as a whole)?
  • Where are you going / where is humanity headed?
  • What is the meaning of life?
  • What concepts relate to space and time?
  • What is our purpose in the world?
• The instructor also uses time/space relativity as an example (viewing the same class at different times).

E) Scientific knowledge

• Definition/characteristics:
  • Produced using methods to test whether information is true or false.
  • Strongly tied to mathematics (framed as “hard math,” e.g., 2+2=4).
  • Emphasizes objectivity, systematic and precise organization.
• Key properties:
  • Verifiable: can be checked and tested.
  • Fallible: findings may be wrong, requiring further research and revision.
  • Knowledge is cyclical and revisable:
    • Examples of changing health/nutrition “villains/heroes” over time:
      • Chocolate (sometimes framed as bad, sometimes as beneficial)
      • Eggs (previous claims vs later reevaluations)
      • Lard, margarine, butter, coconut oil (shifting conclusions and public beliefs)
• Central thesis:
  • Scientific knowledge arises from questioning a problem/uncertainty.
  • Knowledge development begins with an uncomfortable situation where current explanations don’t feel true.

F) Religious knowledge

• Presented briefly as not central to the course material but acknowledged in research methodology discussions.
• Definition/characteristics:
  • Described as infallible knowledge that does not require verification.
  • Based on faith/belief and internal conviction.
• Examples of questions it addresses:
  • What happens after death?
  • What is eternity?
  • What is sin?

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5) “Getting out of the bubble” (science/technology as disruptive)

• Main framing:
  • When science applies a rigorous scientific method, it can produce theories capturing laws governing life, society, and human psyche (some of which are socially constructed).
• Historical/social change:
  • Modern-age transformations (especially alongside capitalism and revolutions) changed routines and ways of living.
• Disruptive examples across technology:
  • Music access changing:
    • From recording on devices/radio to using music apps.
  • Internet/platform disruptions:
    • cell phones, messaging services, WhatsApp, social networks.
  • Platform economy:
    • Uberization (matching service without owning cars).
• Industrial revolutions timeline:
  1. Mechanization
  2. Mass production / assembly line
  3. Industrial revolution / automated production
  4. Fourth industrial revolution: intelligent production
     • AI, Internet of Things, big data (noted as topic for later meetings)
• Risks and advances:
  • Microbiology:
    • reduces hunger/advances but can be misused (e.g., artificial viruses, biological warfare).
  • Microelectronics:
    • transforms work and controls (e.g., computerized agribusiness).
  • Structural unemployment risk:
    • concern about how AI may change or eliminate professions.

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6) Final course/reminder instructions

• Course book availability:
  • The course has two formats:
    • Digital format appears when entering the course environment.
    • PDF format available at the bottom of the page (download icon).
  • No physical book due to a request deadline; in this first module, students don’t have the physical book yet.
• The class ends with goodbyes and seeing students again next Wednesday.

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Speakers / sources featured (as named in subtitles)

1. Prof. Siderly (main instructor; “Professor Ciderli/Siderly” as heard in the subtitles)
2. Professor César (named as present in chat; helps provide the survey link)
3. Professor Thaís (interpreter for today’s class; referred to as interpreter)
4. Professor Vivian (mentioned as having said things at the start)
5. Prof. Elton (referenced during discussion)
6. Érica Thaís (participant message; compliment addressed to “Thaí”)
7. Rafael (name mentioned in chat, though unclear context)
8. Antônia (participant message; referenced about units 3 and 4)
9. Cíntia Macedo (participant name)
10. Tila Lauane (participant name)
11. Isaquele (participant name)
12. Marina Ferreira (participant name)
13. Raquel (participant message; about boldo tea and cake behavior)
14. Alexandra (participant message; about tea tradition)
15. Jeisa (participant message; about tea)
16. Andreia (participant message; about superstition example)
17. Eitor (participant message; flip-flop/shoe example)
18. Stephanie (participant message; chocolate/health discussion)
19. Elton (participant; question about whether social media reinforces common sense—though “Professor Elton” is also used)