Ensino-aprendizagem do Cálculo Diferencial e Integral por Meio do Pibic-em do Instituto Federal de Educação, Ciência e Tecnologia de Goiás

A comparative analysis of discursive fields surrounding terrorism, rooted in Foucault's archeology and genealogy of power, reveals that the concept of terrorism is not universally defined but shaped by historical, political, and cultural contexts. The study identifies four dominant discursive trajectories: anarchist (1880-1920), anticolonialist (1920-1960), new left (1960-1990), and religious (post-1979). These discourses, while lacking a neutral or objective foundation, are intricately linked to power dynamics, influencing societal behavior and perceptions. The analysis highlights the fluidity of 'truth' in discursive fields, which is constructed through hegemonic interpretations rather than inherent objectivity. The study's methodology involves a meticulous examination of historical materials, avoiding grand narratives to uncover 'small, invisible truths,' thereby opposing traditional historiography that seeks origins or teleological explanations.

Souza, S. A. d., & Silva, M. H. S. (2021). ENSINO-APRENDIZAGEM DO CÁLCULO DIFERENCIAL E INTEGRALPOR MEIO DO PIBIC-EM DO INSTITUTO FEDERAL DE EDUCAÇÃO, CIÊNCIA ETECNOLOGIA DE GOIÁS. Pesquisas Científicas: Da Teoria À Prática. https://doi.org/10.37423/211205160