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DANIEL LASKOWSKI TOZZINI.Pdf UNIVERSIDADE FEDERAL DO PARANÁ DANIEL LASKOWSKI TOZZINI PROGRAMA FORTE EM SOCIOLOGIA DO CONHECIMENTO E TEORIA ATOR-REDE: A DISPUTA DENTRO DOS SCIENCES STUDIES CURITIBA 2019 2 DANIEL LASKOWSKI TOZZINI PROGRAMA FORTE EM SOCIOLOGIA DO CONHECIMENTO E TEORIA ATOR-REDE: A DISPUTA DENTRO DOS SCIENCES STUDIES Tese apresentada como requisito parcial à obtenção do título de Doutor no Programa de Pós-graduação em Filosofia do Setor de Ciências Humanas da Universidade Federal do Paraná. Orientador: Ronei Clécio Mocellin. CURITIBA 2019 3 4 5 AGRADECIMENTOS Ao Ronei Clécio Mocellin, que aceitou a orientação, incentivou a realização desta pesquisa e que possibilitou a minha estadia em Nantes – o que contribuiu para a expansão do que eu entendo por filosofia. Ao Pierre Teissier, que me recebeu muito bem na França e com quem tive a oportunidade de aprender a pesquisar e a tratar problemas a partir de novas perspectivas. Aos demais amigos e amigas do Centro François Viète – os quais não mediram esforços para me integrar em nosso grupo de trabalho, na cultura francesa e em seus núcleos de amizade. Entre eles, nomeio Anael Marrec, Anaïs Durand, Clément Guiraud, Jenny Boucard, Marine Carrère e Océane Fiant. Às professoras e aos professores da UFPR, que contribuíram para a minha formação e para a elaboração deste trabalho. Entre eles, menciono o Antonio Edmilson Paschoal, que me auxiliou na elaboração de um projeto de bolsa de pesquisa, e o Eduardo Barra, pelo incentivo à continuação da minha vida acadêmica e pelo auxílio em meu afastamento para qualificação. Ao Dimas Floriani, à Veronica Calazans, ao Gilmar Szczepanik e ao Paulo Vieira Neto, pela disposição e pelas contribuições feitas na avaliação desse trabalho. Aos professores que contatei e que de alguma forma contribuíram para essa pesquisa, seja com sugestões ou com indicações de contatos e textos. Entre eles, Alberto Cupani, André Luís de Oliveira Mendonça, Antonio Augusto Videira, Carlos Alvarez Maia, Dominique Pestre, Eros Moreira de Carvalho, Gerard de Vries, Martin Kush, Mauro Condé, Michel Dubois, Michel Ghins, Sacha Loeve, Stéphane Tirard e Yves Gingras. Ao Bruno Latour e ao David Bloor, com os quais tive a oportunidade de me encontrar e de me comunicar e que, mesmo com seus compromissos acadêmicos e ocupações, se dedicaram a responder minhas questões. Aos demais servidores e servidoras do Setor de Ciências Humanas da Universidade Federal do Paraná, que auxiliaram na obtenção de meu afastamento. Entre eles, menciono a Luana Oliveira Medeiros e a Fernanda Maria Matos da Costa. A todas as professoras e professores que passaram por minha vida, desde o ensino básico, fundamental e médio ao superior, assim como aos que não exerceram esse cargo formalmente. Apesar da dificuldade de mensurar o impacto de suas ações em nosso 6 desenvolvimento, eles são fundamentais para nossas realizações. Aproveito a oportunidade para mencionar o professor Antenor Lima, que proporcionou, já no ensino fundamental, reflexões sobre a vida e o conhecimento. À CAPES, que financiou parcialmente esta pesquisa. Às amizades que fiz e que aprofundei no exterior. Ressalto os nomes da Erika Echeverry e do Guilherme Santos, com quem tive a oportunidade de discutir meus problemas de pesquisa com mais frequência. Além disso, aos meus amigos Marie Godet e Félix Flaux, que me ajudaram com o aprendizado da língua e da cultura francesa. Por fim, à Bianca Junqueira, ao Gäel Martin e à Violeta Martin, que proporcionaram ótimos momentos de relaxamento e de discussões sobre a vida, fundamentais para a boa produção acadêmica. À minha família, às minhas amigas e aos meus amigos, que estão além dos trabalhos universitários, mas que dão sentido ao trabalho de pesquisa e à vida. Não posso deixar de mencionar a Suely Laskowski, o Ênio Soares, o Daniel Simionato, a Camila Tozzini, o Pedro Soares, o Fabrício Teixeira, o Felipe Teixeira e o Gabriel Teixeira. Também nomeio o Vinicius Mikosz, pelo interesse contínuo e pelas boas conversas, o André Penteado, pela revisão textual deste trabalho, e a Aline da Silva Dias, pela contribuição com suas interpretações sobre filosofia da linguagem. Dedico um agradecimento especial à minha esposa, Juliana Matos Kramer, pelo companheirismo, pela paciência, pelo amor e pela amizade. Ela foi fundamental para a realização desta tese. Boa parte das reflexões e das ideias aqui presentes foi concebida nos infindáveis momentos nos quais ela se dedicou a me ouvir, a me acalmar e a me aconselhar. 7 RESUMO Os limites entre a filosofia e a sociologia da ciência tornaram-se cada vez mais diluídos. O resultado disso se torna explícito nas obras de dois autores: David Bloor e Bruno Latour. Inicialmente, ambos podem ser considerados parte de um mesmo projeto. Bloor promoveu a emancipação da sociologia. Ela deveria ser capaz de explicar ou ser aplicada à ciência como um todo. Tanto os momentos de sucesso científico como os de fracasso deveriam ser alvos de suas investigações. Inspirado em Bloor, Latour fez o mesmo com a antropologia. Com o passar do tempo, contudo, ambos entraram em conflito direto. Passaram a ser identificados como líderes de duas escolas distintas, vinculadas aos Sciences Studies. Bloor continuou com o Programa Forte em Sociologia do Conhecimento e Latour desenvolveu a Teoria Ator-rede. É dessa ruptura que surgem os problemas de pesquisa desta tese. Eles podem ser divididos em duas dimensões distintas: uma histórica e uma filosófica. Em primeiro lugar, pretende-se compreender quais são os motivos, os caminhos e as consequências que levaram duas abordagens inicialmente tão semelhantes e com objetivos tão próximos a se contraporem de maneira tão explícita. Em segundo, investigar de que modo é possível explicar o conhecimento científico (ao menos, potencialmente) em sua integralidade, por meio de abordagens que, em seus inícios, podem ser chamadas sem controvérsia de sociais. Palavras-chave: David Bloor. Bruno Latour. Programa Forte em Sociologia do Conhecimento. Teoria Ator-rede. Sciences Studies. 8 ABSTRACT The boundaries between philosophy and sociology of science have become increasingly imprecise. The result of this is explicit in the works of two authors: David Bloor and Bruno Latour. Initially, both could be considered part of the same project. Bloor promoted the emancipation of sociology. It should be able to explain or be applied to science as a whole. Both moments of scientific success and failures should be the targets of its investigations. Inspired by Bloor, Latour did the same through anthropology. Over time, however, both came into direct conflict. They came to be identified as leaders of two distinct schools linked to Sciences Studies: Bloor continued with the Strong Program in the Sociology of Knowledge and Latour developed the Actor-network Theory. It is from this rupture that the research problems of this thesis arise. They can be divided into two distinct dimensions: one historical and one philosophical. First it is intended to understand what the reasons are, the paths and the consequences that led two approaches that were initially similar to have become rivals in such an explicit way. The second purpose is to investigate how it might be possible to explain scientific knowledge (at least potentially) in its entirety through approaches that in their beginnings can be called, without controversy, of social. Key-words: David Bloor. Bruno Latour. Strong Programme in the Sociology of Knowledge. Actor-network Theory. Sciences Studies. 9 LISTA DE FIGURAS Figura 1: Determinação e contextualização do tema e do escopo de pesquisa. ....................... 19 Figura 2: Quadro sinóptico: problemas de pesquisa. ................................................................ 23 Figura 3: Artigos trocados entre Bloor e Latour. ..................................................................... 26 Figura 4: Capítulos e principais obras a serem tratadas em cada um deles. ............................. 32 Figura 5: Organização (artificial) das nomenclaturas vinculadas aos Sciences Studies. ......... 37 Figura 6: Relação entre crenças anteriores e experiência. ........................................................ 58 Figura 7: Diferentes formas de poliedro. .................................................................................. 67 Figura 8: Mapa mental da primeira fase do pensamento de David Bloor. ............................... 71 Figura 9: Série de transformações no ‘objeto’ científico. ........................................................ 81 Figura 10: Ciclo de créditos. .................................................................................................... 98 Figura 11: Mapa mental da primeira fase do pensamento de Bruno Latour. ......................... 101 Figura 12: Bloor e Latour – um ponto de partida em comum. ............................................... 106 Figura 13: Métodos complementares. .................................................................................... 109 Figura 14: Abordagens epistemológicas e epistêmico-pragmáticas. ...................................... 112 Figura 15: Ontologias diferentes, mas próximas. ................................................................... 115 Figura 16: Diferentes, mas compatíveis noções sobre o social. ............................................. 117 Figura 17: Viradas anunciadas nos estudos da ciência. .......................................................... 121 Figura 18: Extremos entre duas formas ‘puras’: natureza e sociedade. ................................. 123 Figura 19: Simetria
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