Relevant bibliographies by topics / Plato Dialogues

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Plato Dialogues'

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Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Plato Dialogues"

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Wolfsdorf, D. "The historical reader of Plato's Protagoras." Classical Quarterly 48, no. 1 (May 1998): 126–33. http://dx.doi.org/10.1093/cq/48.1.126.

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The popular question why Plato wrote dramatic dialogues, which is motivated by a just fascination and perplexity for contemporary scholars about the unique form of the Platonic texts, is confused and anachronistic; for it judges the Platonic texts qua philosophical texts in terms of post–Platonic texts not written in dramatic dialogic form. In comparison with these, the form of Platos early aporetic dialogues is highly unusual. Yet, in its contemporary milieu, the form of Platonic literature is relatively normal. Dramatic dialogue was the most popular form of Attic literature in the late fifth and fourth centuries. This explains why Plato wrote dramatic dialogues.
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Matskiv, Vasyl. "THE EXPRESSION OF PLATO’S PHILOSOPHICAL POSITION THROUGH THE DIALOGUE FORM: CHANCE OR NECESSITY?" Doxa, no. 1(35) (December 22, 2021): 141–51. http://dx.doi.org/10.18524/2410-2601.2021.1(35).246734.

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The importance of the dialogue form for understanding Plato’s philosophy was not recognized by researchers for a long time. The situation, however, has changed drastically in our time. In Plato’s studies, a group of researchers has emerged who build their argumentation on the basis of the dialogue form itself. According to this position, Plato’s philosophy cannot be found in his dialogues because of the “opacity” of the dialogue form. The situation can change only when we get a “document” where Plato speaks directly about which character expresses his own views. The author of the article offers to consider some arguments against this position: 1) Aristotle refers to some dialogues as the source of Plato’s philosophy; 2) the dialogues constantly repeat consideration of the same topics; 3) Plato’s direct voice is in his Letters. The dialogues are our only and primary source of Plato’s philosophy. On this basis, the author defends the thesis that Plato’s use of the dialogue form was not an accident, but an internal necessity. This was based on Plato’s own cognitive situation and some pedagogical reflections. He transferred the relation “truth-Plato” to the level “Plato-reader”. This relationship implies the impossibility of full knowledge of the truth and the limitation of its expression as long as one stays in the mortal modus of existence, with the need for constant inquiry. The dialogue form, enhanced by anonymity, irony and other artistic techniques, makes it possible to realize this relationship at the level of “Plato-reader”. Plato is present in the dialogues, but is completely elusive.
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Annas, Julia. "Plato." Royal Institute of Philosophy Lecture Series 20 (March 1986): 1–2. http://dx.doi.org/10.1017/s0957042x00003965.

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Plato (c. 427-347 BC) was born into a wealthy and aristocratic Athenian family. He cherished the ambition of entering politics when he came of age, but was disillusioned first by the injustices of the oligarchic government in which his relatives Charmides and Critias were involved, and later by the action of the democracy which succeeded it, particularly the trial and execution of Socrates in 399 BC. In his best-known dialogue, The Republic, he sought to provide a theoretical foundation for a government which would embody the justice he had found to be lacking in the actual governments of his day. His only active intervention in politics, in the intended role of adviser, was an unsuccessful one in Syracuse, Sicily. Details of it are given in his Seventh Letter. Some time before his second visit to Sicily, in 367 BC, he founded the school known as ‘the Academy’. His career as a writer of dialogues may have begun before this. In his early dialogues, he memorialized Socrates and his method of philosophizing by making him chief participant and questioner. His teaching in the Academy was interrupted for a third visit to Sicily in 361-360 BC, when he was nearly seventy. He survived an illness caused by the hardships of the journey, and died aged about eighty-one.
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Belfiore, Elizabeth. "Plato: Early Socratic Dialogues." Ancient Philosophy 10, no. 2 (1990): 280–82. http://dx.doi.org/10.5840/ancientphil199010212.

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Gocer, A. "The Dialogues of Plato." Ancient Philosophy 18, no. 2 (1998): 473–77. http://dx.doi.org/10.5840/ancientphil199818245.

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Ford, Andrew, Plato, and Trevor J. Saunders. "Plato: Early Socratic Dialogues." Classical World 83, no. 6 (1990): 534. http://dx.doi.org/10.2307/4350694.

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Corlett, J. Angelo. "Interpreting Plato's dialogues." Classical Quarterly 47, no. 2 (December 1997): 423–37. http://dx.doi.org/10.1093/cq/47.2.423.

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The history of scholarship, philosophical or otherwise, about Plato and his writings reveals a quandary pertaining to the interpretation of the contents of Plato's dialogues. To understand Plato one must come to terms with this problem: how ought Plato's writings to be interpreted?
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Matos, Bruno, and Davor Šimunec. "Guardini, Plato and Nearness of Dying." Bogoslovska smotra 91, no. 5 (2022): 1059–78. http://dx.doi.org/10.53745/bs.91.5.5.

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The authors of the article have tried to present the experience of the closeness of death in Guardini’s interpretation of Plato’s dialogues between Socrates and his devoted disciples who could not accept the decision of their master and friend. Guardini’s interpretations were written as a philosophical analysis of the state of Socrates' mind, it is not a psychological analysis of his emotions or emotional states. Guardini wishes to reveal how Socrates faces the mystery of death as a philosopher. The authors focused on the dialogues between Socrates and his disciples and how Plato as his disciple and chronicler describes his conflict with oneself and the mentality of his followers on the mythological, political and philosophical meaning of death. In line with this topic, the article is divided into four sections. The first introduces the reader to the philosophical and religious meaning of death, and the second with disclosure of myths in dialogues, Euthyphro, judges, and Crito. In the third section, the authors outline why the dialogue with Phaedo is the most important of the dialogues on the issue of death. The fourth part of the article reveals the reasons why this interpretation is crucial for the later development of Guardini’s philosophical opus.
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Deretic, Irina. "Logos and Plato's question on method." Theoria, Beograd 50, no. 3 (2007): 7–28. http://dx.doi.org/10.2298/theo0703007d.

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At first glance, Plato saw 'his method' as different processes and procedures The author of the paper attempts to show that all of these procedures are interrelated and that Plato kept on elaborating, supplementing and fine-tuning his methodological reflections. The procedure of giving a definition dominates his early dialogues, as well as the questioning and refutation of the various opinions of Socrates' interlocutors. In the Meno and the Phaedo, Plato introduces and practices the hypothetical method which was used by the mathematicians of those times. The dialogue Republic represents the turning point in his methodology. Therein Plato gives the most comprehensive description of the dialectical method and, simultaneously, foreshadows the method of division which he develops and practices in later dialogues.
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Khalil-Butucioc, Dorina. "The art of dialogueor „How the Bessarabian playwrights of the 1990s discussed with Plato." Arta 30, no. 2 (December 2021): 64–69. http://dx.doi.org/10.52603/arta.2021.30-2.09.

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The inner mobility of the theater, doubled by the fast pace of life under the wave of postmodernity at the end of the twentieth century, conditioned not only the re-definition of a new theatrical language, but also the re-writing of dialogic forms specific to theatrical art. Or, in the texts of Constantin Cheianu, Val Butnaru, Nicolae Negru, Mircea V. Ciobanu, Dumitru Crudu, Irina Nechit, Maria Șleahtițchi and Nicolae Leahu, dialogue does not only have the classic role of triggering and motivating the action. The (sub)layers of conflict dialogues and „deaf dialogues”, parallel and echo dialogues, seemingly „absurd” association dialogues and „thesis-antithesis” dialogues, the dialogue monologues and the monologue dialogues evoke the alternation of linguistic registers and the play of languages. Completing and continuing the openness to multiple textual styles, the language of dialogues triggers and finalizes the communicative process between written and spoken, but also between text-show-audience. The „palpation” of the types of dialogues and the „immersion” in the mise en abysses of language give us the revelation of deciphering the symbols and meanings of contemporary national and universal drama and theater.
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Dissertations / Theses on the topic "Plato Dialogues"

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Pasqualoni, Anthony Michael. "Collection and division in Plato's Dialogues." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22927.

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Plato describes a way of reasoning that comprises two complementary operations, collection and division. Collection unifies many into one while division divides one into many. In other words, while collection brings together many parts into a whole, division divides a whole into many parts. While Plato goes into some detail in his observations on collection and division, several questions remain unanswered. More specifically, the means by which collection and division operate, their product, and their relation to deductive and non-deductive reasoning are uncertain. The purpose of this study is to shed light on collection and division by defending the following thesis: collection and division define logical frameworks that underlie both deductive and non-deductive reasoning. Chapter 1 will introduce collection and division by reviewing recent literature, defining key terms, and discussing illustrations of collection and division in the dialogues. Chapter 2 will explain how collection and division define logical frameworks through three operations: seeing, naming, and placing. These operations will be discussed in terms of their relations to reasoning about wholes and parts. Chapter 3 will present four models for interpreting the logical structures that are produced by collection and division. It will present the argument that collection and division define non-hierarchical structures of overlapping parts. Chapter 4 will present the argument that collection and division define whole-part relations that underlie deductive reasoning on the one hand, and the formulation of definitions in dialogues such as the Sophist and the Statesman on the other. Chapter 5 will explore the relation between collection and division and non-deductive reasoning. It will present the argument that Meno’s definition of virtue and Euthyphro’s definition of piety are formulated using collection and division. Chapter 6 will provide a summary of key points from the preceding chapters and discuss unanswered questions and avenues for future research.
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Danielewicz, Joseph Robert. "Parody as Pedagogy in Plato's Dialogues." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429860470.

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Marušič, Jera. "Plato and the poets : epistemological, ethical and ontological arguments in the Dialogues." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3306.

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The thesis focuses on Plato’s treatment of poetry in the Ion, Gorgias and Republic X. Although these discussions provide three quite different accounts of poets and their activity and have thus commonly not been associated, a similar objective may be detected in them: they all aim to disqualify poets, presenting them as incompetent in what they do or also (in the Gorgias and Republic X) as morally harmful. My aim is first to show how the three discussions differ from Plato’s other major discussions of poetry in Republic II-III and Laws II and VII: while the former provide (disqualifying) answers to the descriptive questions of whether poets have relevant knowledge and how they morally affect their public, the latter are concerned with the prescriptive questions of what poets should do in their envisaged role as political instruments (Chapter I). In the close study of the three discussions, my aim is to identify, critically examine and compare the ‘disqualifying’ strategies employed in them: I consider, on the one hand, how they substantiate the charges of poets’ incompetence or moral harmfulness and on the other hand, how they counter and account for the widely shared appreciation of Homer and other poets (Chapters II-V). Before discussing Republic X, however, I consider separately the notion of poets’ μίμησις (representation/ imitation), which in Republic X has a prominent role, but at the same time appears difficult to understand in itself as well as seemingly inconsistent with Plato’s other arguments about poets’ μίμησις, in particular in Republic III. Rejecting the widely accepted assumption of ‘narrower’ and ‘wider’ meanings of the term μίμησις respectively in Books III and X of the Republic, I analyse the notion of μίμησις in itself, and, following this I distinguish between three kinds of poets’ μίμησις and define in what elements they differ (Chapter IV). In the final overview of the three discussions, I reconsider how successful are their disqualifying depictions of poets.
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Sheffler, Daniel T. "The Metaphysics of Personhood in Plato's Dialogues." UKnowledge, 2017. http://uknowledge.uky.edu/philosophy_etds/16.

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While most scholars know, or think they know, what Plato says about the soul, there is less certainty regarding what he says about the self. Some scholars even assert that the ancient Greeks did not possess the concepts of self or person. This dissertation sets out to examine those passages throughout Plato's dialogues that most clearly require some notion of the self or the person, and by doing so to clarify the logical lineaments of these concepts as they existed in fourth century Athens. Because Plato wrote dialogues, I restrict myself to analyzing the concepts of self and person as they appear in the mouths of various Platonic characters and refrain from speculating whether Plato himself endorses what his characters say. In spite of this restriction, I find a number of striking ideas that set the stage for further philosophical development. After an introductory chapter, in Chapters 2 and 3 I argue that the identification of the person with the soul and the identification of the human being with the composite of soul and body make possible a conceptual split between person and human being. In Chapter 4, I argue that the tripartite account of the soul suggests an ideal identification of the person with the rational aspect of the soul rather than the lower aspects of one's psychology. Finally, in Chapter 5 I argue that the analogical link between rationality in us and the rational order of the cosmos leads to the conclusion that the true self is, in some sense, divine.
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Flores, Samuel Ortencio. "The Roles of Solon in Plato’s Dialogues." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371638577.

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Coventry, Lucinda Jane. "Understanding and literary form in Plato : with special reference to the early and middle dialogues." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303503.

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Caristia, Teresa. "La techné dialectique : étude sur la méthode des hypothèses et la procédure de la division dans les Dialogues de Platon." Thesis, Paris 1, 2019. http://www.theses.fr/2019PA01H217.

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Notre travail a eu pour objectif d’analyser certains aspects de la méthodologie dialectique chez Platon, plus précisément nous avons essayé de comprendre le modus operandi respectivement du procédé hypothétique (mis en place dans le Ménon, le Phédon, les livres VI et VII de la République, et la seconde partie du Parménide) et de la méthode de rassemblement et de division (appliquée dans le Phédre, le Sophiste et le Politique) ; nous avons également éclairé l’étroite continuité et complémentarité qu’établissent ces deux procédures quant aux finalités poursuivies et aux mouvements de recherche empruntés. La réflexion autour des procédures dialectiques de recherche est, en effet, au cœur de l’entreprise épistémologique que Platon engage notamment à partir des dialogues de la maturité ; celle-ci se nourrit du débat méta-scientifique autour des fondements (ἀρχαί) et prend ensuite la médecine d’Hippocrate comme un modèle abouti d’intelligibilité rationnelle appliquée au monde empirique. L’exigence d’avoir prise sur la pluralité et les différences explique les trajectoires et les nouveaux enjeux de la dialectique menée dans les dialogues tardifs ; à cette fin, la notion de τέχνη se révèle être l’outil théorique le plus approprié pour restituer la complexité des démarches de la dialectique platonicienne. L’idéal de connaissance, dont la dialectique est porteuse, se caractérise essentiellement par le refus de tout élément axiomatique-déductif et le recours à l’intuition noétique. C’est en cela que consiste la distance de l’ἐπιστήμη platonicienne du modèle de science aristotélicienne
This work seeks to analyze certain aspects of Plato’s dialectical methodology. It especially aims at understanding the modus operandi of the hypothetical reasoning (as it was implemented in the Meno, the Phaedo, books VI and VII of the Republic and the second part of Parmenides) on the one hand, and the method of collection and division (as it was applied in Phaedrus, Sophist and the Statesman). It also highlighted the tight link and complementariness these two methods allow with regards the pursued end and the research orientation taken. Indeed, the reflection about the dialectical processes of research is at the heart of Plato’s epistemological enterprise, especially from the middle-period dialogues. His questioning was based on the meta-scientific debate around the foundations (ἀρχαί) and then took Hippocrates’s medicine as a successful model of rational intelligibility applied to the empirical world. The world of plurality and of the many accounts for the orientation and the new objects of the dialectics used in the later dialogues. To this end, the concept of τέχνη appears to be the most relevant theoretical tool to restore the complexity of the Platonician dialectical endeavor. The theory of knowledge, to which dialectics lead, is essentially characterized by the refusal of any axiomatic deductive element, and the use of noetic insight. This is how the Platonician ἐπιστήμη departs from the Aristotelian scientific method
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Scrofani, Francesca. "Le Minos dans le Corpus Platonicum. Une théorie de la loi dans l'Académie." Thesis, Paris, EHESS, 2017. http://www.theses.fr/2017EHES0101.

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La thèse propose une analyse du Minos, court dialogue du Corpus Platonicum considéré comme apocryphe à partir du XIXème siècle. Ce dialogue pose la question de la définition de la loi et fait l’éloge de la figure de Minos en tant que roi et législateur. En le resituant dans son contexte historique au-delà de toute question d’authenticité, l’étude se propose de restituer au dialogue son organicité et son unité, qui lui sont niées par les études qui considèrent le dialogue comme le sous-produit d’un imitateur. L’étude se compose de trois noyaux. D’abord, une étude sémantique de l’argumentation, fondée sur des jeux étymologisants entre nomos, nomizein, dianemein, nemein, nomeus, permet à la fois de retracer l’unité et la subtilité de l’argumentation du dialogue et d’entamer une réflexion sur l’étymologie comme méthode argumentative utilisée par Platon et attestée dans d’autres dialogues apocryphes. Ensuite, une étude des trois définitions de la loi présentes dans le dialogue mène à une discussion sur les ressemblances et les différences entre le Minos et les grands dialogues politiques du corpus, République, Politique et Lois. Enfin, l’étude de l’éloge du roi Minos permet de voir les éléments communs au Minos et aux Lettres et de situer le dialogue dans un contexte précis : au IVème siècle, lorsque surgit un nouvel intérêt pour les figures monarchiques, et en particulier dans le contexte de l’Académie ancienne. L’éloge qui fait de la figure de Minos (perçu comme un tyran dans la société athénienne) un roi-législateur fondateur des meilleures lois grecques apparaît comme un manifeste de l’entreprise des réformes des tyrannies commencée par Platon et continuée par les Académiciens après sa mort. Les trois analyses aboutissent toutes à la même conclusion : le Minos peut être considéré comme l’une des premières exégèses des dialogues politiques de Platon dans le cadre de l’Académie. Cette exégèse présuppose une « lecture » de la lettre figée des dialogues authentiques et en reprend les concepts, les images et les méthodes dans une forme qui en est déjà une fixation et une schématisation, dans un contexte politique sensible au renouveau de la figure royale. Enfin, la ressemblance entre le Minos et nombre de fragments attribués à Archytas permet de considérer le Minos comme un hypo-texte fondamental dans la formation des écrits politiques pseudo-pythagoriciens
This dissertation analyzes ps.-platonic Minos, a short dialogue transmitted within the Corpus Platonicum, whose authenticity has been questioned since the 19th century. Minos is centered on the definition of “law” and praises the mythical figure of Minos as a king and a lawmaker. This study replaces the dialogue in its historical context and argues for its philosophical and argumentative coherence. It covers three main points. First, a semantic study of the modes of argumentation used in Minos shows the important role played by etymology as an argumentative method. Second, the study of the three definitions of law provided by the dialogue allows for a comparison between Minos, Republic, Statesman, and Laws. Finally, the study of king Minos’ praise points to the 4th century BC and to the Ancient Academy as the historical context for the production of this text. Therefore, Minos can be considered as one of the first exegeses of Plato’s political dialogues produced within the Academy
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Tankha, Vijay. "The analogy between virtue and crafts in Plato's early dialogues /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74591.

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This thesis investigates Plato's analogy between virtue and crafts, a comparison made extensively in the early dialogues. I first detail the model of technical knowledge that Plato uses as a paradigm of knowledge. An application of this model shows the inadequacies in some claims to know or to teach virtue. Applying the model to the Socratic dictum, 'Virtue is knowledge' enables us to understand what such knowledge is about. Such knowledge is identified as 'self-knowledge' and is the product of philosophy. Philosophy is thus revealed as the craft of virtue, directed at the good of individuals. One problematic aspect of the analogy between virtue and crafts is the possibility of misuse. Virtue conceived as self-knowledge enables Plato to explain both why such a craft cannot be misused and why it alone can be the basis for benefiting others.
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Kritikakos, Evangelos 1970. "Apocryphal Plato : the problematic of the subject in Plato's mimetology : a study of four Platonic dialogues." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5561.

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Books on the topic "Plato Dialogues"

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Plato. Dialogues of Plato. New York: Washington Square Press, 2001.

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Plato. The dialogues of Plato. Toronto: Bantam Books, 1986.

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Plato. The dialogues of Plato. New York: Bantam Books, 1986.

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Plato. The dialogues of Plato. 2nd ed. Chicago: Encyclopædia Britannica, Inc., 1990.

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Plato. Great dialogues of Plato. New York, NY: Signet Classic, 1999.

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Interpreting Plato's dialogues. Las Vegas: Parmenides Pub., 2005.

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Tejera, V. Plato's dialogues one by one: A dialogical interpretation. Lanham: University Press of America, 1999.

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Brandwood, Leonard. The chronology of Plato's dialogues. Cambridge [England]: Cambridge University Press, 1990.

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Brandwood, Leonard. The chronology of Plato's dialogues. Cambridge: Cambridge University Press, 2009.

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On the Socratic education: An introduction to the shorter Platonic dialogues. Lanham, Md: Rowman & Littlefield Publishers, 1999.

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Book chapters on the topic "Plato Dialogues"

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Binmore, Kenneth. "Aristotle Versus Plato." In Imaginary Philosophical Dialogues, 11–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-65387-3_3.

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Corlett, J. Angelo. "Defending the Socratic Interpretation of Plato’s Dialogues." In Interpreting Plato Socratically, 33–95. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77320-9_3.

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"The Chronology of the Dialogues." In Plato and His Contemporaries (RLE: Plato), 78–90. Routledge, 2013. http://dx.doi.org/10.4324/9780203100417-11.

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"The dialogues." In The Bloomsbury Handbook of Plato. Bloomsbury Academic, 2022. http://dx.doi.org/10.5040/9781350227262.0010.

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"Socratic Dialogues: Gorgias, Meno." In Plato: The Man and His Work (RLE: Plato), 117–59. Routledge, 2013. http://dx.doi.org/10.4324/9780203101377-11.

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"Philosophical Dialogue after Plato." In Politically Incorrect Dialogues, 3–6. BRILL, 1999. http://dx.doi.org/10.1163/9789004494923_004.

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"Minor Socratic Dialogues: Cratylus, Euthydemus." In Plato: The Man and His Work (RLE: Plato), 89–116. Routledge, 2013. http://dx.doi.org/10.4324/9780203101377-10.

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"Socratic Dialogues: Euthyphro, Apology, Crito." In Plato: The Man and His Work (RLE: Plato), 160–87. Routledge, 2013. http://dx.doi.org/10.4324/9780203101377-12.

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Gerson, Lloyd P. "Reading the Dialogues Platonically." In From Plato to Platonism, 73–96. Cornell University Press, 2013. http://dx.doi.org/10.7591/cornell/9780801452413.003.0003.

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"WHY PLATO WROTE DIALOGUES." In Plato's Literary Garden, 1–32. University of Notre Dame Press, 2002. http://dx.doi.org/10.2307/j.ctvpj7fk4.5.

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Conference papers on the topic "Plato Dialogues"

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Bao, Siqi, Huang He, Fan Wang, Hua Wu, and Haifeng Wang. "PLATO: Pre-trained Dialogue Generation Model with Discrete Latent Variable." In Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.9.

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Fontes, Marília Pinto, and Yone Carneiro de Santana Gonçalves. "O PROGRAMA CIÊNCIA NA ESCOLA SOB A PERSPECTIVA DOS PRINCÍPIOS E CONCEPÇÕES DO MOVIMENTO CIÊNCIA, TECNOLOGIA, SOCIEDADE E AMBIENTE." In I Congresso Brasileiro On-line de Ensino, Pesquisa e Extensão. Revista Multidisciplinar de Educação e Meio Ambiente, 2022. http://dx.doi.org/10.51189/ensipex/65.

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Introdução: A rede pública estadual de educação da Bahia tem produzido uma série de iniciativas no intuito de possibilitar aos professores e estudantes o uso da educação científica como possibilidade metodológica no processo de construção do conhecimento. Uma iniciativa que vem despontando são as ações do Programa Ciência na Escola, que surge em 2012 como uma ação estratégica da Secretaria da Educação do Estado da Bahia, que visa promover a Educação Científica para professores e estudantes da Educação Básica, por meio de uma tecnologia educacional que possibilita o desenvolvimento profissional do professor e a formação científica do estudante. Para isso, como argumento principal, apresenta-se necessárias as análises das ações que o Programa Ciência na Escola desenvolveu no período de 2012 - 2019, na busca por características que indiquem uma formação que dialogue com discussões que envolvem questões sociais, culturais e impactos ambientais e do uso que as tecnologias podem trazer a promoção de uma Educação Científica para a tomada de decisão. Objetivo: A proposta investigativa desta pesquisa está em direcionar o olhar para a possível articulação entre as ações do Programa Ciência na Escola (PCE) e o movimento Ciência Tecnologia Sociedade e Meio Ambiente (CTSA). Material e métodos: A metodologia utilizada é a de uma pesquisa qualitativa que se dará inicialmente por meio de investigação bibliográfica, utilizando-se da análise documental de produções acadêmicas e técnicas que versem sobre o Programa Ciência na Escola, tais como documentos orientadores e plano pedagógico, bem como a coleta de informações se dará pela aplicação de questionários e entrevistas a docentes participantes do programa. Resultado: No estágio em que se encontra a pesquisa, percebe-se indícios de que ações desenvolvidas pelo programa se aproximam dos princípios e concepções do movimento CTSA, anunciando-se que há uma preocupação em desenvolvimento de prática pedagógica que utiliza das metodologias de investigação para fomentar a construção de conhecimentos. Conclusão: Percebe-se ainda o fomento à pesquisa com princípio educativo dentro dos processos de ensino e de aprendizagem, levando a um maior protagonismo do estudante, a formação do pensamento crítico acerca dos conhecimentos científicos existentes e despertando-os para as possibilidades de autoria de suas produções acadêmicas.
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