Proceedings of the Workshop Social Science Research and the CRSPs

Contents Executive Summary: A New Agenda for CRSP Social Science Research - C. Milton Coughenour . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Session 1 Developing a Strategic Research Agenda David G. Cummins, Chair Framing a Strategic Research Agenda.-John Yohe ................ 3 Social Sciences and Collaborative Research: Toward an Agenda for the Social Sciences in Agriculture -Jere Lee Gilles ............... 7 Session 2 Technology Development and Sustaining Household Food Security Kathleen DeWalt, Chair Technology Development and Household Food Security - John M Staatz and Richard H. Bemsten . . . . . . . . . . . . . . . . . . 21 Differences among Women Fanners: Implications for African Agricultural Research Programs - Anne E. Ferguson . . . . . . . . . . . . 4

Planting the seeds for future research

"In December 2003, the Division of Tuberculosis Elimination (DTBE), National Center for HIV, STD and TB Prevention (NCHSTP), Centers for Disease Control and Prevention (CDC) convened The Tuberculosis Behavioral and Social Science Research Forum in Atlanta, Georgia. The theme was Planting the Seeds for Future Research. The goals of the Forum were to identify and prioritize TB behavioral and social science research gaps; to use that information to develop a feasible, goal-oriented research agenda that will guide TB behavioral and social science activities over a 5-year period; and to foster productive partnerships and ongoing communications between national, state, and local governmental and nongovernmental behavioral and social science researchers focusing on tuberculosis (TB). The Forum brought together over 60 academicians, researchers, TB controllers and program staff, and CDC representatives. The expectation was that their varied perspectives would contribute to the development of a research agenda addressing high priority behavioral and social aspects of TB prevention and control. The Forum was convened to address the need for further TB behavioral and social science research, as called for in the Institute of Medicine's 2000 report Ending Neglect: The Elimination of Tuberculosis in the United States. The Forum builds on the precedent of a 1994 workshop sponsored by CDC, the National Institutes of Health, and the Health Resources and Services Administration, Tuberculosis and Behavior: National Workshop on Research for the 21st Century." - p. 1Section I. Introduction and Background -- -- Section II. Presentations and Panel Discussions -- Welcome Address: Opening Remarks / Harold Jaffe -- Welcome Address: Behavioral and Social Science Research in Tuberculosis Control / Kenneth Castro -- Welcome Address: Behavioral and Social Sciences in Tuberculosis Elimination / Wanda Walton -- Keynote Session: When Sacred Cows Become the Tiger's Breakfast: Defining A Role for the Social Sciences in Tuberculosis Control / Jessica Ogden -- Keynote Session: Behavior, Society and Tuberculosis Control / Masae Kawamura -- Preliminary Results from the Tuberculosis Behavioral and Social Science Literature Review / Cathy Rawls, Cristina Booker -- Neighborhood Health Messengers: Using Local Knowledge, Trust, and -- Relationships to Create Culturally Effective Tuberculosis Education and Care for Immigrant and Refugee Families / Stefan Goldberg -- Psychosocial, Social Structural, and Environmental Determinants of Tuberculosis Control / Donald E. Morisky -- Community Perspectives in Tuberculosis Control and Elimination: the Personal Experiences of Patients and Providers Panel Discussion / Robin Shrestha-Kuwahara; representatives from DeKalb County and Fulton County Public Health Departments -- Group Discussion of Themes and Issues from Day One / Mark Nichter -- Breakout Group Sessions I: Identifying Research Gaps and Needs -- Turning Research into Practice Panel Discussion / Jane Mezoff -- Sharpening the Focus on Turning Research into Practice: The Promise of Participatory Research Approaches / Shawna Mercer -- Two CDC Models from HIV Prevention: Replicating Effective Programs and Diffusion of Effective Behavioral Interventions / Agatha Eke -- Effective Intervention for Asthma / Leslie Boss -- Potential Funding Opportunities / Kathryn O'Toole -- Closing Remarks: Maintaining the Momentum on Development of a Tuberculosis Research Agenda / Nick DeLuca -- -- Section III. Results of Breakout Groups Sessions -- Identification of Tuberculosis Behavioral and Social Science Research Gaps and Needs -- Outline of Major TB Behavioral and Social Science Research Topics and Subtopics Identified at the Forum -- Descriptions of Major TB Behavioral and Social Science Research Topics and Subtopics Identified at the Forum -- -- Section IV. Appendices -- Appendix A: Forum Agenda -- Appendix B: Presentation Slides -- Appendix C: TB Behavioral and Social Science Research Gaps and Needs: -- Major Research Topics, Subtopics, and Research Questions -- Appendix D: Participant List -- Appendix E: ReferencesForum held in Atlanta, GA, December 10-11, 2003.Forum Proceedings prepared by the Communications, Education, and Behavioral Studies Branch, Clinical and Health Systems Research Branch, Division of Tuberculosis Elimination, Centers for Disease Control and Prevention; Public Health Applications and Research Area, Abt Associates, Inc.Title from title screen (viewed on July 8, 2009).Mode of access: Internet from the CDC web site.Includes bibliographical references (p. 128).Centers for Disease Control and Prevention. Tuberculosis Behavioral and Social Science Research Forum: Planting the Seeds for Future Research. Proceedings of the Tuberculosis Behavioral and Social Science Research Forum; December 10-11, 2003; Atlanta, GA: U.S. Department of Health and Human Services, CDC; 2005

Whither the African University?

Universities that came into being largely in the second-half of the 20th century, to meet the demands of that time have now evolved significantly and are asking themselves about what they are and what they should be. They could not disentangle themselves from their history. They could not take initiatives to embark on the path of independence in terms of curricula and research agenda. The idea of university reform which is being undertaken for over a decade and a half now, is largely not an African initiative. It is an initiative of the World Bank and its stakeholders. Another aspect of that agenda is the plan to educate an overwhelming number of university students in the fields of science and technology. While the plan in favor of science and technology may not be bad in and of itself, could it address society’s problems holistically? If the new plan neglects the humanities and the social sciences, is this plan not forgetting the point that the humanities help to define the purpose of science and technology? Did concerned bodies, i. e. universities, professors and the public at large debate on this issue and set such an agenda or is it merely a political agenda driven by narrow political and economic interests that see knowledge as commodity and nothing more? Does the reform take into account internationalization? Are universities trying to carry out reform in such a way that internationalization is fostered or are they carrying out the reform only with the local situation under focus? What could be the consequences of such a top-down plan? If the African university wants to be a proper university working for the empowerment of the African people, it must have independence in setting its priorities through debates that involve all who are concerned. It should also have the academic freedom to pursue knowledge and the autonomy requisite to plan its own development in terms of admission, curricular development, and research priorities.Keywords: Addis Ababa University, academic freedom and autonomy, internationalization of curricula, university refor

Redes sociais, aplicativos e vídeos para pessoas com estomia intestinal, traqueostomia e cuidadores: das redes informais para as comunidades de prática

This article seeks to describe the evidence on social networks as informal online networks aimed at people with tracheostomy, intestinal ostomy and their caregivers, providing evidence of how online Communities of Practice (CPo) could use social networks, supported self-care apps and videos. An integrative review was carried out in all six stages, with a timeline search between 2010 and 2021 in the LILACS, PUBMED, CINAHL, SCOPUS and Web of Science databases. After analyzing 314 articles, the 17 articles included in the sample were explored in 4 categories, still using the framework of the social scientist Étienne Wenger, who coined the term CPo. Thus, there were only informal networks and not communities of practice, nor synchronous use of technological resources in them, so community patterns were sought in existing informal networks, considering the benefits generated for people with ostomy and caregivers when accessing videos, applications and software from future communities of practice. Finally, the seven principles to cultivate them for the profile studied are exposed, relying on the existing informal networks and a research agenda around this unexplored nationally and internationally.Este artigo busca descrever as evidências sobre redes sociais como redes informais online destinadas a pessoas com traqueostomia, estomia intestinal e seus cuidadores, lançando evidências de como Comunidades de Prática on-line (CPo) poderiam usar redes sociais, aplicativos de autocuidado apoiado e vídeos. Efetuou-se revisão integrativa na totalidade de seis etapas, com busca em linha temporal entre 2010 e 2021 nas bases LILACS, PUBMED, CINAHL, SCOPUS e Web of Science. Após análise de 314 artigos, os 17 artigos inclusos para a amostra foram explorados em 4 categorias empregando ainda o referencial do cientista social Étienne Wenger que cunhou o termo CPo. Destarte, verificaram-se apenas redes informais e não comunidades de prática, tampouco uso síncrono dos recursos tecnológicos nas mesmas, portanto buscaram-se padrões de comunidades nas redes informais existentes ponderando ainda os benefícios gerados as pessoas com estomia e cuidadores ao acessarem vídeos, aplicativos e softwares a partir de futuras comunidades de prática. Por fim, expõem-se os sete princípios para cultivá-las para o perfil estudado contando com as redes informais já existentes e uma agenda de pesquisa em torno deste recorte inexplorado nacionalmente e internacionalmente

Are 'STEM from Mars and SSH from Venus'?: Challenging disciplinary stereotypes of research's social value

There is a reasonably settled consensus within the innovation community that science, technology, engineering and mathematics (STEM) research is more 'useful' to societies than other types of research, notably social sciences and humanities (SSH) researchOlmos-Peñuela, J.; Benneworth, P.; Castro-Martinez, E. (2014). Are 'STEM from Mars and SSH from Venus'?: Challenging disciplinary stereotypes of research's social value. Science and Public Policy. 41(3):384-400. doi:10.1093/scipol/sct071S384400413Abreu, M., & Grinevich, V. (2013). The nature of academic entrepreneurship in the UK: Widening the focus on entrepreneurial activities. Research Policy, 42(2), 408-422. doi:10.1016/j.respol.2012.10.005Alrøe, H. F., & Kristensen, E. S. (2002). Agriculture and Human Values, 19(1), 3-23. doi:10.1023/a:1015040009300Azagra-Caro, J. M. (2007). What type of faculty member interacts with what type of firm? Some reasons for the delocalisation of university–industry interaction. Technovation, 27(11), 704-715. doi:10.1016/j.technovation.2007.05.003Bonaccorsi, A., & Piccaluga, A. (1994). A theoretical framework for the evaluation of university-industry relationships. R&D Management, 24(3), 229-247. doi:10.1111/j.1467-9310.1994.tb00876.xBullen *, E., Robb, S., & Kenway, J. (2004). ‘Creative destruction’: knowledge economy policy and the future of the arts and humanities in the academy1. Journal of Education Policy, 19(1), 3-22. doi:10.1080/0268093042000182609Cohen, W. M., Nelson, R. R., & Walsh, J. P. (2002). Links and Impacts: The Influence of Public Research on Industrial R&D. Management Science, 48(1), 1-23. doi:10.1287/mnsc.48.1.1.14273D’Este, P., & Patel, P. (2007). University–industry linkages in the UK: What are the factors underlying the variety of interactions with industry? Research Policy, 36(9), 1295-1313. doi:10.1016/j.respol.2007.05.002Donovan, C. (2005). The Governance of Social Science and Everyday Epistemology. Public Administration, 83(3), 597-615. doi:10.1111/j.0033-3298.2005.00464.xEdgar, A., & Pattison, S. (2006). Need humanities be so useless? Justifying the place and role of humanities as a critical resource for performance and practice. Medical Humanities, 32(2), 92-98. doi:10.1136/jmh.2006.000226Geuna, A., & Muscio, A. (2009). The Governance of University Knowledge Transfer: A Critical Review of the Literature. Minerva, 47(1), 93-114. doi:10.1007/s11024-009-9118-2Gulbrandsen, M., & Kyvik, S. (2010). Are the concepts basic research, applied research and experimental development still useful? An empirical investigation among Norwegian academics. Science and Public Policy, 37(5), 343-353. doi:10.3152/030234210x501171Hessels, L. K., van Lente, H., & Smits, R. (2009). In search of relevance: the changing contract between science and society. Science and Public Policy, 36(5), 387-401. doi:10.3152/030234209x442034Jaaniste, L. (2009). Placing the creative sector within innovation: The full gamut. Innovation, 11(2), 215-229. doi:10.5172/impp.11.2.215Kaiser, R., & Prange-Gstöhl, H. (2010). A paradigm shift in European R&D policy? The EU Budget Review and the economic crisis. Science and Public Policy, 37(4), 253-265. doi:10.3152/030234210x496655Kyvik, S. (1994). Popular science publishing. Scientometrics, 31(2), 143-153. doi:10.1007/bf02018557Kyvik, S. (2005). Popular Science Publishing and Contributions to Public Discourse among University Faculty. Science Communication, 26(3), 288-311. doi:10.1177/1075547004273022Leisyte, L., & Horta, H. (2011). Introduction to a special issue: Academic knowledge production, diffusion and commercialization: policies, practices and perspectives. Science and Public Policy, 38(6), 422-424. doi:10.3152/030234211x12960315267697Molas-Gallart, J., & Tang, P. (2011). Tracing «productive interactions» to identify social impacts: an example from the social sciences. Research Evaluation, 20(3), 219-226. doi:10.3152/095820211x12941371876706Nightingale, P., & Scott, A. (2007). Peer review and the relevance gap: ten suggestions for policy-makers. Science and Public Policy, 34(8), 543-553. doi:10.3152/030234207x254396Pavitt, K. (1991). What makes basic research economically useful? Research Policy, 20(2), 109-119. doi:10.1016/0048-7333(91)90074-zPerkmann, M., & Walsh, K. (2007). University–industry relationships and open innovation: Towards a research agenda. International Journal of Management Reviews, 9(4), 259-280. doi:10.1111/j.1468-2370.2007.00225.xPilegaard, M., Moroz, P. W., & Neergaard, H. (2010). An Auto-Ethnographic Perspective on Academic Entrepreneurship: Implications for Research in the Social Sciences and Humanities. Academy of Management Perspectives, 24(1), 46-61. doi:10.5465/amp.2010.50304416Schartinger, D., Rammer, C., Fischer, M. M., & Fröhlich, J. (2002). Knowledge interactions between universities and industry in Austria: sectoral patterns and determinants. Research Policy, 31(3), 303-328. doi:10.1016/s0048-7333(01)00111-1Spaapen, J., & van Drooge, L. (2011). Introducing «productive interactions» in social impact assessment. Research Evaluation, 20(3), 211-218. doi:10.3152/095820211x12941371876742Van Langenhove, L. (2012). Make social sciences relevant. Nature, 484(7395), 442-442. doi:10.1038/484442

Análise de redes sociais : paradigma, conceitos e pesquisas

Monografia (graduação)—Universidade de Brasília, Instituto de Ciência Política, 2014.A presente monografia tem como objeto a metodologia de Análise de Redes Sociais, seu paradigma fundante, seus conceitos básicos e suas pesquisas mais recentes. Trata-se de um trabalho de caráter exploratório, tendo como objetivo principal lançar luz sobre uma metodologia pouco presente nas discussões de graduação da Ciência Política e com isso contribuir para clarificar conceitos e paradigmas e assim estimular a produção acadêmica nesta linha de pesquisa. Nesse sentido, explora a perspectiva conceitual e teórica na qual floresce o modo de análise relacional, investigando sua evolução e influência nos estudos de Ciência Política. Em seguida, clarifica os conceitos básicos, definições e aplicações do método de Análise de Redes Sociais difundidos na literatura especializada. Por fim, revisa algumas pesquisas brasileiras recentes sobre diferentes temas de interesse da Ciência Política cujo método utilizado foi o da Análise de Redes Sociais. Para esses objetivos, a monografia valeu-se de levantamento bibliográfico, revisão de literatura e identificação de uma agenda de pesquisa.This monograph focuses the methodology of Social Network Analysis, its foundational paradigm, its basic concepts and their latest research in Brazil. This is an exploratory work, with the primary aim to shed light on this methodology which is rare in discussions at the undergraduate level of Political Science – especially in the University of Brasília –, and thereby help to clarify concepts and paradigms and thus stimulate academic research in this line. In this sense, explores the conceptual and theoretical perspective in which flowers relational mode of analysis, investigating its evolution and influence in studies of Political Science. Then, clarifies the basic concepts, definitions and methodology of Social Network Analysis. Finally, it reviews some recent Brazilian research on different topics of interest of political science whose method used was the Social Network Analysis. For these goals, the monograph drew on a bibliographical survey, literature review and identification of a research agenda

The dilemma of societal alignment in responsible research and innovation

Resumen del trabajo presentado en la XVI Triple Helix Conference, celebrada en Manchester (Inglaterra) del 05 al 08 de septiembre de 2018.Around four decades ago, David Collingridge put forward a dilemma that has been widely adoptedamongst the technology assessment (TA), and later, responsible research and innovation (RRI) communities. The so-called Collingridge dilemma has permeated discussions on the governance of science, technology and innovation, enclosing an enormous challenge: that of anticipating their potential consequences and controlling emerging technologies. In this paper, we outline and reflect on some of the key challenges that influence the development and uptake of more inclusive and responsible forms of science, technology and innovation. Our analysis draws on a large body of empirical and theoretical research done by the different authors to reflect on challenges emerging from the complex and diverse organisational characteristics of universities, the enactment of responsibility in the private sector, the emergence of bottom-up, grassroots innovation and the hidden dimensions of sustainability, equity and transdisciplinarity. Taking these together, we paraphrase Collingridge¿s famous dilemma of social control of technology to introduce a complementary dilemma which might be useful in the study of RRI, that of `societal alignment¿ in science, technology and innovation. The dilemma of social alignment differs from that of control in at least five dimensions: a) the epistemic communities involved, b) governance mechanisms, c) `nature¿ of the problem, d) backward or forward looking focus and e) scale and scope of sociotechnical systems. By starting to unpack this concept, we outline an agenda that remains scattered and overlooked among some communities in the field of the governance of research and innovation

Themes and approaches of academic production at Social and Human Sciences in Health from 1997 to 2007

This article is a summary on the intellectual production of Social and Human Science in Health concerned to the Public Health area in Brazil. It includes 498 articles and books reviews, from eight Public Heath journals consulted in the electronic database SciELO. A theoretical and methodological analysis was performed on the main and secondary's themes, the changes in the previous decades, considering also the literature reviews (1997-2007). The themes and its perceptual distributions are: health policies and institutions 32.5% ; health and illness 18.5%; gender and health 16.5%; violence and health 9.0%; old age and aging 4.0%; human resources, health professions and education 7.5%; social studies on sciences production and techniques 7.0% as well as health education and communication 4.0%. The results show an academic production growth; the use of combined theories, approaches and methodologies; the residual interdisciplinary between live science and social science and the guarantee of the disciplinarian's approaches. A multi-institutional research agenda is recommended to refine the investigations on health conditions and social transformations; health policies and services; professional training; knowledge and technologies.Analisa-se a produção intelectual das ciências sociais e humanas em Saúde a partir de 498 artigos e resenhas de livros selecionados em oito periódicos de Saúde Pública/Saúde Coletiva, registrados na base eletrônica de dados SciELO no período 1997 a 2007, através de palavras-chave. Os textos foram selecionados através de critérios de uma listagem de 1.926 artigos identificados. Os temas pesquisados e suas proporções no conjunto da literatura foram: política e instituições de saúde, 32,5%; saúde e doença, 18,5%; gênero e saúde, 16,5%; violência e saúde, 9%; velhice e envelhecimento, 4,0%%; recursos humanos, profissões e formação, 7,5%; produção social das ciências e das técnicas, 7,0% e educação e comunicação em saúde, 4,0%. Os resultados apontam a expansão da produção acadêmica; concentração de 50% dos textos nos dois primeiros assuntos; uso de teorias de médio alcance; das mediações e de teorias e metodologias combinadas; incipiente interdisciplinaridade entre ciências sociais e ciências da vida; abordagens disciplinares. Recomenda-se a discussão de uma agenda de investigação multicêntrica, capaz de diversificar e aprofundar temas sobre condições de saúde e mudanças sociais; a política e serviços de saúde; a formação profissional e conhecimento e tecnologias.1955196

Entre a ciência e a política: Donald Pierson e a busca por uma sociologia científica no Brasil

This paper analyzes the political dimension embedded in the work of the American sociologist Donald Pierson in Brazil. A former student of Robert Park at the University of Chicago, Pierson played a major role in the institutionalization of the social sciences in Brazil from the 1930s through the 1950s. While Pierson’s intellectual ambitions were centered on an academic agenda and he defended a strict division between science and politics, we argue that a proper historical understanding of his endeavor can only be achieved through an analysis of his underlying assumptions about the nature of both science and society – assumptions that were rooted in a reformist, liberal-democratic understanding of the world. To bring to light these values, we examine two key moments in Pierson’s career: 1) his doctoral research on race relations in Bahia, done in the mid-1930s; 2) his efforts to promote the field of sociology in Brazil during the Good Neighbor Policy and World War II, when he was hired to teach at the São Paulo School of Sociology and Politics.Este artigo analisa a dimensão política contida na obra do sociólogo americano Donald Pierson no Brasil. Ex-aluno de Robert Park na Universidade de Chicago, Pierson desempenhou um papel importante na institucionalização das ciências sociais no Brasil entre os anos 1930 e 1950. Embora as ambições intelectuais de Pierson estivessem centradas em uma agenda acadêmica e ele defendesse uma estrita separação entre ciência e política, argumentamos que uma compreensão histórica precisa de seus esforços só pode ser alcançada por meio da análise dos pressupostos subjacentes à sua visão sobre a natureza da ciência e da sociedade – pressupostos esses que tinham raízes em uma perspectiva reformista e liberal-democrática do mundo. Para trazer à luz esses valores, examinamos dois momentos-chave na carreira de Pierson: 1) sua pesquisa de doutorado sobre relações raciais na Bahia, realizada em meados da década de 1930; 2) seus esforços para promover o campo da sociologia no Brasil durante a Política da Boa Vizinhança e a Segunda Guerra Mundial, quando foi contratado para lecionar na Escola Livre de Sociologia e Política

Laboratorios educativos en la «educación para todos» en Rusia: de Lenin a Putin

Development of education for all is a symbolic nexus/chain of policy agenda reforms in education towards its accessibility for each societal member. In Russia, the formation of this agenda was rooted in strong Soviet ideological doctrine, based on egalitarian values and hegemony of proletarian humanism. Ideological response to the needs of industrialization in its primary policy agenda reforms, performed strong structural barriers to the basic right to education for children with disabilities in the public schooling system. The undertaken research appeals to the history of formation of education for all, dealing with social education legalization with two time frames: Soviet and Post-Soviet; methodology of the research has qualitative approach, aiming to make text analysis (as a primary source) of the main state policy documents, concerning social justice and equity, educational laws, governmental orders and other documents, regulating education for children with disabilities retrospectively and contemporary. Secondary data, such as statistics, case data, etc., were collected from the historic and current sources, such as peer reviewed publications, governmental statistics, state archives, etc. The research questions of the study are: what are the main features of the policy agenda for children with disabilities as a nexus of reforms of ‘education for all’ retrospectively and contemporary? What structural challenges occurred and what curriculum was created and implemented cross the time? What science perspective/s in special pedagogy emerged and transited? Research findings are combined in two big themes: Desired contours of the future and a state order for experimentation and Unfinished experimentation: disrupting the pattern. The themes are supported by the sub-themes. Both of the themes are discussed for the understanding of special education inputs in education for all.[1] The authorEl desarrollo de la educación para todos es un nexo /eslabón simbólico entre las refor- mas de política educativa para el acceso a la educación de cada miembro de la sociedad rusa. En Rusia, la formación de esta agenda de reformas estuvo fuertemente arraigada en la doctrina de la ideología soviética, basada en los valores igualitarios y en la hege- monía del humanismo proletario. Al responder ideológicamente a las necesidades de la industrialización, esta agenda de políticas primarias obstaculizó fuertemente en el sis- tema escolar público el derecho básico a la educación de los niños con discapacidad. Esta investigación trata la historia de la formación de la educación para todos, abordando la legalización de la educación social con dos marcos temporales: el soviético y el postsovié- tico. A partir de un enfoque metodológico cualitativo, esta investigación está basada en un análisis de texto de las siguientes fuentes primarias retrospectivas y contemporáneas: los principales documentos de política estatal, en materia de justicia social y equidad, las leyes educativas, las órdenes gubernamentales y otros documentos reguladores de la educación de niños con discapacidad. Este estudio incluye también el análisis de los siguientes datos secundarios a saber: estadísticas, datos de casos, etc., recogidos en fuen- tes históricas y actuales. así publicaciones revisadas por pares, estadísticas gubernamen- tales, archivos estatales, etc. Las preguntas de investigación del estudio son: ¿Cuáles son las características principales de la agenda política retrospectiva y contemporánea con- cerniente a los niños con discapacidad? ¿Qué desafíos estructurales tuvieron lugar y qué plan de estudios se creó e implementó a lo largo del tiempo? ¿Qué perspectiva científica surgió y transitó en la pedagogía especial? En está investigación se combina dos grandes temas: «Contornos deseados del futuro y un orden estatal para la experimentación» y «Experimentación inconclusa: interrumpir el patrón». Ambos temas están organizados en subtemas y se los discuten para comprender los aportes de la educación especial a la educación para todos