The death of Frantz Fanon at the age of thirty-six robbed the African revolution of its leading intellectual and moral force. His death also cut short one of the most extraordinary intellectual careers in contemporary political thought. Fanon was a political psychologist whose approach to revolutionary theory was grounded in his psychiatric practice. During his years in Algeria he published clinical studies on the behaviour of violent patients, the role of culture in the development of illness and the function of (...) the psychiatric hospital as a social milieu. These papers illuminate Fanon's political theory, expose weaknesses in his concept of political consciousness and liberation, and contain a 'secret history' explaining the tide of revolutionary movements in the Third World. (shrink)

The most favourable explanation pertaining to the Yoruba origin is that of the Oduduwa tradition according to which he is the original ancestor of the Yoruba people. Although the Yorubas have reached a settlement on Oduduwa as their ancestor, they disagree on the origin of Oduduwa. Whilst some associated his origin with Mecca or Arabia, others say Egypt or Israel. Samuel Johnson, the most prominent writer of the Yoruba history, discussed various theories that pertained to the origin of Oduduwa. He (...) argued that Oduduwa or the original ancestors of the Yoruba people were Coptic Christians. Writers of Yoruba history from the 20th and 21st centuries had continued to build upon Johnson’s view of the Yoruba origin in connection with Oduduwa. This research is a study of the Yoruba and Johnson’s perspectives of Oduduwa in connection with the Yoruba origins. The research elucidates the circumstances of Johnson’s Christianisation of the Egyptian origin of the Yoruba.Contribution: This article shall contribute to a distinct understanding of the origin of the Yoruba in connection with the identity and the personality of Oduduwa. Students of history and cultural studies will find this research of utmost benefit because it explains the origin of the Yoruba from the perspective of Samuel Johnson, the first Yoruba man to document extensively on the Yoruba history, language, its culture and its people in a single document or collection. (shrink)

The scientific study of near-death experience teaches that NDE does not entail evidence for life after death, but a study of NDE from an African perspective implies that NDE could serve as a yardstick which supports African traditional beliefs concerning death and resurrection. Using references from Ancient-Egyptian afterlife beliefs and those of the Yorubas of Nigeria, I argue that, for Africans, the percipients of NDE did not only come close to death but are regarded as having truly died. The purpose (...) of this research is to initiate an African debate on the subject and to provide background-knowledge about NDE in Africa for counsellors who counsel NDE percipients that are Africans. (shrink)

This study investigates a few Anglo English and Singapore English tags. The focus is on their meaning and the ways of thinking they reflect, rather than their forms and functions. The study contrasts the so-called Anglo English tag questions and the Singapore English tag is it? and tries to show that their semantic and pragmatic differences relate to differences in ways of thinking in the two cultures. For the purposes of this research, meaning is articulated in a paraphrase couched in (...) natural semantic metalanguage (NSM), which comprises a set of empirically established semantic primes and a universal grammar. (shrink)

The notion of refugees as a viable source of labor to address skill shortages in the destination country’s labor market has rarely been the dominant discourse on refugee entrants. Bella’s1 lived experience as a professional woman who arrived as a Syrian conflict refugee to Australia in 2017 presents an outlier in refugee research and challenges conventional scholarly wisdom and public discourse. A combination of human capital, a purposeful use of networks, supported by her desire for recognition and a deep sense (...) of self-worth allowed her to navigate the formalized and structured Australian business landscape. Accordingly, she was able to overcome the stigma of being a refugee: Less worthy of employment status in a position representative of her overseas skills and qualifications. In drawing on an outlier methodology and critical theory, we develop a more nuanced understanding of the agency of skilled and qualified refugee women drawing attention to lessons for business which typically takes a “one size fits all” approach to labor integration. (shrink)

This study investigates a few Anglo English and Singapore English tags. The focus is on their meaning and the ways of thinking they reflect, rather than their forms and functions. The study contrasts the so-called Anglo English tag questions and the Singapore English tag is it? and tries to show that their semantic and pragmatic differences relate to differences in ways of thinking in the two cultures. For the purposes of this research, meaning is articulated in a paraphrase couched in (...) natural semantic metalanguage , which comprises a set of empirically established semantic primes and a universal grammar. (shrink)

A medical intervention is a medical procedure or application intended to relieve or prevent illness or injury. Examples of medical interventions include vaccination and drug administration. After a medical intervention, adverse events (AEs) may occur which lie outside the intended consequences of the intervention. The representation and analysis of AEs are critical to the improvement of public health. Description: The Ontology of Adverse Events (OAE), previously named Adverse Event Ontology (AEO), is a community-driven ontology developed to standardize and integrate data (...) relating to AEs arising subsequent to medical interventions, as well as to support computer-assisted reasoning. OAE has over 3,000 terms with unique identifiers, including terms imported from existing ontologies and more than 1,800 OAE-specific terms. In OAE, the term ‘adverse event’ denotes a pathological bodily process in a patient that occurs after a medical intervention. Causal adverse events are defined by OAE as those events that are causal consequences of a medical intervention. OAE represents various adverse events based on patient anatomic regions and clinical outcomes, including symptoms, signs, and abnormal processes. OAE has been used in the analysis of several different sorts of vaccine and drug adverse event data. (shrink)

The ancient Ephesian thinker Heraclitus, in his aphoristic writings, described the dynamic coming-to-be of things according to a number of obscure metaphors. In this essay, Hyland ponders whether there is a paradigmatic experience according to which a number of these metaphors can best be understood. Gathering together and thoughtfully retranslating a number of Greek terms including polemos (often translated as “war”), eris (“strife”), agon (“contest”), and paidia (“play”), Hyland argues that Heraclitus’s metaphors can be understood as referring to an experience (...) of athletic play. Hyland explores the significance of athletic play, with its stance of responsive openness, as a paradigm for thinking and living. (shrink)

This article discusses the Australian government’s immigration policies in the context of the global refugee crisis in the years 2015–2016, as reflected and dramatised through the polemical novel b...

David Foster Wallace was genuinely troubled by what he perceived to be a serious incongruity in the mental lives of elite athletes. To perform with grace and beauty, elite athletes must be ‘geniuses,’ yet in conversation and prose these same athletes often exhibit such vapidity and banality that he was tempted to simply write them off as unintelligent or worse. In response to this puzzle, Wallace developed different philosophical conceptions of the elite athlete aimed at bridging the gap between genius (...) and dumb jock. For Wallace, this was an exercise designed to help him live a more compassionate life. (shrink)

Jock Young, em “A sociedade excludente: Exclusão social, criminalidade e diferença na modernidade recente” nos convida a examinar as circunstâncias que contribuíram para a transição da modernidade para a modernidade recente, ou seja, a transição que ocorreu no Primeiro Mundo entre os “anos dourados” do pós-guerra e o período de crise a partir do final dos anos 1960. Ao longo do livro, Young busca evidenciar as mudanças dramáticas que ocorreram nos níveis de criminalidade, na natureza do desvio e nas (...) mudanças materiais ocorridas nas esferas de produção e do consumo, estabelecendo um contraste material e cultural na Europa Ocidental e nos Estados Unidos. (shrink)

In this paper, we take up an old issue that of pragmemes, broached by Mey and further explored by Capone. It is not easy to define pragmemes and distinguish them sufficiently from speech acts (units of language use broached by Austin and Searle) or from Wittgensteinian language games or from macro speech acts (see van Dijk on macrostructures) or from Goffman’s scripts. The best idea we could develop about pragmemes is that they instantiate the triple articulation of language, proposed by (...) Jock Wong; being essentially composed of phonological-syntactic units, that have a certain content relative to a social situation and to a certain culture, pragmemes express a certain function (or illocutionary force), like, e.g., modifying society or some aspect of it. They are part of a chapter that can be called either “societal pragmatics” or “emancipatory pragmatics,” to use the words by Mey. In fact, knowledge of how language is used to diminish the rights of people and to propagate the “status quo” may be instrumental to give rights and power to ordinary human beings who are oppressed by political and economical structures. -/- . (shrink)

ResumenEste artículo propone una idea de intervención e institución que se entrelace en lo social a través del concepto de contagio como elemento filosófico articulador. En primer lugar, se establece un marco teórico-filosófico para pensar la vida como una ontología social del contagio, que permita habitar un pensar relacional etológico que se abra a otros modos de existencia. Desde este marco, los hallazgos perfilan la relación intervención-institución desde la sensibilidad que evoca esta forma distinta de intervención en lo social, (...) disponiendo de otros modos las variaciones de la institución y sus procesos de instituir el campo social. Se concluye discutiendo la relación entre intervención y sus capacidades transformativas como componente metódico y epistemológico distinto que trae consigo un fuerte potencial político y ético. Al multiplicar los modos de ser y los procesos de subjetivación se abren prácticas humanas y más-que-humanas, instituyendo otros modos de hacer-y-pensar toda intervención del presente.Palabras clave: institución; intervención; contagio; formas de vida; cartografías. (shrink)

The subject of this study is the naḳīḍa (opposing) type of poetry competitions between the Meccan poet Ḍirār b. al-Khaṭṭāb (d. 12/633) and the Muslim poet Kaʿb b. Mālik (d. 50/670) from Medina during the Battle of Badr, when the Muslims and the polytheists confronted for the first time. The problem is the questioning of the approaches reflected in the naḳīḍa poems, which were used as a means of propaganda and psychological superiority by the Muslims and polytheists during the Battle (...) of Badr. Naḳīḍa poems, the subject of the study, are important for getting to know the two opposite understandings closely and forming an opinion about the naḳīḍa poems sung during the era of the Prophet Muhammad. Although there are some recent studies on naḳīḍa poems from the era of the Prophet, these studies lacked details and only mentioned general features. The interesting approaches and fine details reflected in the verses, such as Ḍirār b. al-Khaṭṭāb's claims aiming to distract attention and discredit the Muslims of Medina in the face of the unexpected defeat of the Meccan army at Badr that the Battle of Badr was a tribal war between the Meccans and the Medinans, makes this study prominent. On the other hand, Kaʿb b. Mālik's verses reflect the approaches bearing traces of the Islamic faith and draw attention to the fact that the battle was between faith and unbelief and the Muslims of Medina were proud of their support for the Messenger of Allah. Undoubtedly, Meccan immigrants participated in the Battle of Badr along with the Muslims of Medina. Even so, Kaʿb b. Mālik does not mention Muhājirs (immigrants) in his verses. This suggests that Kaʿb b. Mālik may have concentrated on responding to the allegations made by Ḍirār b. al-Khaṭṭāb. Document analysis, one of the qualitative method techniques, was used in the study. First, a literature review was conducted to better understand the subject, and the studies related to the field were briefly mentioned. Then, summary information about the concept and background of naḳīḍa is provided. Two call-and-response poems between the Jāhiliyyah period poet Imruʾ al-Qays (d. 545) and ʿAbīd b. al-Abraṣ (d. 555) are included as an example for the first phases of naḳīḍa poems. Then, brief information about the Meccan poet Ḍirār b. al-Khaṭṭāb and the Medinan poet Kaʿb b. Mālik are presented. After the background information, two naḳīḍa poems of both poets were examined and analyzed, and the differences in the Battle of Badr were pointed out. Concepts that are common in the eulogies of the Jāhiliyyah period, such as nobility, being a master warrior, and generosity, draw attention in Ḍirār b. al-Khaṭṭāb's verses. On the other hand, in his verses Ka'b b. Mālik uses terms and expressions brought by Islam such as the Messenger of Allah, there is no Lord but Allah, unbelievers, Hell, and hellfire. In the verses of both poets, there are clues about the commonly used battle orders and war equipment of the period. The opinions are summarised in the conclusion part of the study. (shrink)

In February 1999, I received a call from a lawyer at Hill Abra Dewar stating that she had instructions to retain my services as an expert witness in the case of Sawatzky v. Riverview Health Centre. She was representing the Manitoba League of Persons with Disabilities which had intervenor status.In Canada the admission of expert testimony depends upon the application of four criteria outlined in R. v. Mohan by Justice Sopinka. These criteria are: relevance; necessity in assisting the trier (...) of fact, the absence of any exclusionary rule; and a properly qualified expert. The lawyer believed that I could provide the court with relevant, reliable ethics testimony about surrogate decision-making and about medical futility-information that likely would be outside the experience and knowledge of the trier of fact. (shrink)

In February 1999, I received a call from a lawyer at Hill Abra Dewar stating that she had instructions to retain my services as an expert witness in the case of Sawatzky v. Riverview Health Centre. She was representing the Manitoba League of Persons with Disabilities which had intervenor status.In Canada the admission of expert testimony depends upon the application of four criteria outlined in R. v. Mohan by Justice Sopinka. These criteria are: relevance; necessity in assisting the trier (...) of fact, the absence of any exclusionary rule; and a properly qualified expert. The lawyer believed that I could provide the court with relevant, reliable ethics testimony about surrogate decision-making and about medical futility-information that likely would be outside the experience and knowledge of the trier of fact. (shrink)

Complaining about humanitarian refugees is rarely an unequivocal activity for society members. Their talk appears dilemmatic: ‘sympathy talk’, comprising rhetorical displays of ‘care’, tolerance and aesthetic evaluations, is woven together with more pejorative messages. In this article we investigate how ‘sympathy talk’ functions as a discursive resource in talk-in-interaction when people give accounts of minority group individuals. A ‘synthetic’ discursive psychological approach was employed to analyse a corpus of 12 talkback radio calls to an evening ‘shock jock’ radio personality (...) in Adelaide, Australia, after the stabbing death of a Sudanese-Australian refugee. Analysis shows how host and callers dialogically negotiate and orientate to various sympathetic and humanitarian descriptions/evaluations. We contend that sympathetic talk advances the activity of conversation, softening complaints that could be made accountable as prejudiced. Sympathy talk also functions as a counter-argument to perceived punitive or ‘racist’ complaints. Moreover, this article proposes that such rhetoric shares an ideological thread that potentially undermines Sudanese refugees’ social positioning. Dialogue that deploys sympathetic formulations may be an element in the increasingly varied and subtle activity of ‘new racism’. We discuss how sympathetic accounts contain, within their semantic structure, their own antithesis for their deployment in anti-racist practice; for the development of counter discourses fundamental to the disruption of pervasive ideological representations and the construction of alternative refugee identities. (shrink)

Hoy, al igual que ayer, identidad, independencia y liberación siguen siendo para Latinoamérica asuntos indisolublemente unidos. El actual proceso de globalización, unido a la unipolaridad política que impera en el planeta, obliga al latinoamericano a enfrentar el mismo dilema de siempre: si se es diferente no hay derecho entonces a ocupar un lugar en la universalidad imperante, si se integra a esa universalidad se tiene que renunciar a una buena dosis de lo propio. Es la alternativa que impone, por un (...) lado, una universalidad excluyente y, por el otro, una identidad forjada en alto grado por la oposición a esa universalidad. La solución definitiva al dilema no puede estar, claro está, en la renuncia a lo propio, sino en el cambio de la universalidad misma, en la sustitución de la universalidad imperante por una que le abra espacio a todas las expresiones particulares de lo humano, en la conformación de un nuevo sistema universal de relaciones sociales que incorpore -y no aplaste- todo lo que, surgido en distintos ámbitos socio-culturales, sea realmente valioso para el género humano. Es por eso que, si hablamos de soluciones definitivas, el “caso” latinoamericano es insoluble al margen del “caso” mundo. Pero el cambio de universalidad necesario no sería posible si antes no se crea una pujante fuerza capaz de llevarlo adelante. (shrink)

Sandro Botticelli a choisi de peindre, au début de sa carrière, un épisode de l’Ancien Testament, mettant en scène une femme à la fois très populaire au Moyen Âge et à Florence : Judith. Cet épisode de l’Ancien Testament narre la résistance de la ville juive de Béthulie face au général assyrien, Holopherne. Une belle veuve de Béthulie, Judith, décide de se rendre dans le camp ennemi. La jeune femme, avec l’aide de sa servante, Abra, se pare de ses (...) plus beaux atours. Holopherne est séduit par... (shrink)

Because it is provocative and is based on the denigration of absent third parties, shock jock discourse stimulates reactions that go well beyond the initial circle of listeners. Trash radio supporters and detractors alike take up the hosts’ deprecating remarks, reinterpret them and put them back into circulation. As the repetitions multiply, interweaving private speech and public speech, a complex web of circulation forms, attesting to the contagiousness of the discourse and the influence of the radio hosts. In order (...) to capture and explain this mechanism of propagation, we propose a model of analysis that combines elements of linguistic, discursive and pragmatic description. The model is illustrated by a case study. We are led to observe that the extent and rate of propagation of deprecating remarks inevitably affect the image of the person targeted and, more fundamentally, tend to make an aggressive mode of expression part of the natural speechscape. (shrink)

O estudo consiste na discussão da perspectiva larrosiana do conceito de experiência, a partir do livro Tremores. Partiu da pergunta: O conceito de experiência como acontecimento fundamenta a necessidade de uma nova língua educacional? O método tratou de pesquisa bibliográfica que teve o início na revisão de literatura sobre o tema, análise sistemática do livro Tremores, da mesma forma que problematização em torno do conceito de acontecimento em Martin Heidegger e de experiência em Walter Benjamin. Como resultado, o conceito de (...) experiência se expressa como raridade e deve ser pensado como acontecimento capaz de trazer novos sentidos. Para Larrosa, pensar novos sentidos é pensar novas realidades, tendo como base os sentidos gerados pelos mecanismos de subjetivação que existem em cada indivíduo. Sendo o sentido individual e subjetivo, é responsável por mostrar a cada indivíduo uma forma de experiência. Assim, a aposta diz respeito à necessidade de se repensar as linguagens, das quais emergem o mundo de cada indivíduo, e, além disso, de pensar a pedagogia como transformadora do que já existe por meio da linguagem. A linguagem possibilita a compreensão de si e do outro, em uma realidade abstrata que se perdeu das palavras e se distanciou da verdadeira experiência e do mundo real, enquanto acontecimento. Por derradeiro, o estudo demonstrou a necessidade de uma nova língua para a educação em Jorge Larrosa, como necessidade de fortalecimento da potência que habita entre aqueles que escutam e aqueles que falam, dos que não desejam colocar fim à identidade do sujeito, destruí-la, mas dar possibilidades para que a identidade se abra a novas significações, a fim de construir o acontecimento, a abertura e o conhecimento. (shrink)

Entendemos a Educação Infantil em amplo sentido, isto é, há um leque de conceitos em que pode-se gozar dentro da Pedagogia e as Ciências da Educação, é nessa modalidade de ensino que podem-se englobar todas as esferas educativas vivenciadas pelas crianças de, conforme Lei, 0 à 5 anos de idade, pela família e, também, pelo próprio corpo social, antes mesmo de atingir a idade educativa obrigatória que é, vide Lei, aproximadamente a partir dos 7 anos de idade. A EI também (...) pode ser considerada como uma das mais complexas fazes do desenvolvimento humano, em diversas esferas, seja ela a intelectual, emocional, social, motora, psicomotora, etc. uma vez que tratam-se de crianças que, muitas vezes, têm o primeiro contato com um novo ambiente, que é o ambiente escolar. Diante disso, torna-se primordial a inserção das crianças em berçários, creches e Educação Maternal, também denominado de pré-escola, para que as mesmas interajam entre seus semelhantes e comecem a aproximar-se da vida social e educacional, estando preparadas para uma nova etapa educacional. Mediante essa perspectiva da vida psicopedagógica das crianças, Kuhlmann Júnior ressalta que: Pode-se falar de “Educação Infantil” em um sentido bastante amplo, envolvendo toda e qualquer forma de educação da criança na família, na comunidade, na sociedade e na cultura em que viva (2003. p. 469). -/- Mediante a análise de Kuhlmann, logo, a EI designa a periodicidade regular a uma entidade educativa exterior ao domicílio, isto é, trata-se do lapso da vida escolar em que se volta-se, pedagogicamente, ao público entre 0 e 5 anos de idade no Brasil; vale salientar que nessa idade entre 0 e 5 anos, as crianças não estão submetidas a obrigatoriedade do ingresso na vida escolar. A Constituição brasileira de 1988 define no Título VIII (Da Ordem Social), Capítulo III (Da Educação, da Cultura e do Desporto), Seção I (Da Educação), Artigo 208 que: O dever do Estado com a educação será efetivado mediante a garantia de: Inciso IV – educação infantil, em creche e pré-escola, às crianças até 5 (cinco) anos de idade. (Constituição Federal, 2016. p. 63). -/- A Lei de Diretrizes e Bases da Educação Nacional, especificamente a Lei 9394/96, denomina a Creche como sendo a entidade responsável por promover o primeiro contato das crianças com o ambiente escolar, a idade é determinada como sendo de 0 a 3 anos de idade (Artigo 30. Inciso I). Também denomina de pré-escola a instituição responsável pelo ensino de crianças entre 4 e 6 anos de idade (Artigo 30. Inciso II). Não obstante, mediante Lei 11274/06 que reedita o Artigo 32 da Lei 9394/96, o ensino fundamental passou a ser de 9 (nove) anos de idade e não mais de 8 (oito), logo, as crianças que com 6 (seis) anos de idade não eram submetidas a obrigatoriedade do estudo, passaram a fazer parte da conformação obrigatória, isto é, elas já não fazem mais parte do ensino eletivo ou optativo da pré-escola e sim do ensino fundamental obrigatório. -/- Dito isto, a LDB diz na Seção II (Da Educação Infantil) e no Artigo 29 que a Educação Infantil é tida como a primeira etapa da Educação Básica, e tem por objetivo, a promoção e o favorecimento do desenvolvimento integral da criança de 0 à 5 anos de idade, nos mais variados aspectos possíveis, sendo eles o físico, psicológico, intelectual e social, sendo mais que uma complementação da instrução familiar e da sociedade (BRASIL, 2005. p. 17). Seguindo a linha teórica acerca das crianças, o Artigo 30, da mesma, ressalta que a EI será promovida por meio de creches para crianças de 0 a 3 anos e em pré-escolas para o público entre 4 e 5 anos de idade, como enaltecido supracitadamente. No que se refere a avaliação, no Artigo 31 esse processo será feito porventura do acompanhamento e registro do desenvolvimento das crianças, sem que haja quaisquer tipos de promoção, mesmo que vise o acesso ao Ensino Fundamental. -/- Vale enfatizar que essa modalidade de ensino tem uma finalidade pedagógica, um trabalho que se apropria da realidade e dos conhecimentos infantis como estopim e os amplia mediante atividades que tem uma certa significação concreta para a vida dos infantes e, isocronicamente asseguram a aquisição de novos conhecimentos. Doravante e por meio dessa perspectiva, é imprescindível que o educador da EI preocupe-se com o arranjo e aplicação dos trabalhos fazendo, assim, uma contribuição para a ascensão do infante de 0 a 5 anos. -/- O Referencial Curricular Nacional para a Educação Infantil de 1998 ressalta que deve-se levam em conta que os infantes são distintos entre si, isto é, que cada um possui um ritmo peculiar de aprendizagem. Dito isto, o educador deverá preparar-se para promover aos educandos uma educação alicerçada na condição de aprendizagem peculiar de cada um deles, considerando-se bastante singulares e com particularidades. Para isso, o governo deverá fornecer um alicerce na formação dos educadores, preparando-os para enfrentar esse mundo repleto de dificuldades mas, no fim, de uma extensa realização pessoal e profissional. Ante as características peculiares dos ritmos das crianças, o grande desafio que ora implica na EI é com que os profissionais consigam compreender, conhecer e reconhecer o jeito peculiar dos infantes serem e estarem inseridos no mundo. O RCN da modalidade EI ainda explicita que a entidade promovente da EI deve tornar acessível a todos os infantes que ora frequentam-no, indiscriminadamente, elementos culturais que enriquecem a ascensão e a inserção social dos mesmos. -/- A EI é caracterizada, historicamente, pelo assistencialismo reduzido e a um recinto que vise, primordialmente, os cuidados com os infantes. Ao passo dos anos, e diversas metamorfoses ocorridas nas tendências educacionais, passou a ser teorizada como um simples processo educativo. -/- Paulo Freire (1921-1997) já alertava que: Quando se tira da criança a possibilidade este ou aquele espaço da realidade, na verdade se está alienando-a da sua capacidade de construir seus conhecimentos. Porque o ato de conhecer é tão vital quanto comer ou dormir; e eu não posso comer por alguém (FREIRE, 1983. p. 36). Logo, nesse contexto é sumamente impossível desassociar os termos cuidar e o educar, eixos cêntricos que dão características peculiares na constituição do espaço e do ambiente escolar nesse lapso da educação. Doravante, contradizendo ao que muitos ainda pensam o cuidar e o educar não remetem à perspectiva assistencialista e ao processo de ensino e aprendizagem dos mesmos, uma vez que ambos complementam-se, além de integrarem-se para uma melhor promoção do desenvolvimento do infante, no que se refere à edificação de sua autonomia e totalidade. -/- O infante carece de cuidados básicos no que se refere à saúde, os quais pode ser obtido mediante uma alimentação saudável e balanceada, assepsia, educação física, momentos de ópio, entre outras inúmeras situações peculiares à crianças e que exigem do educador uma atenção especial em relação aos cuidados com a criança. Todavia, é primordial que o profissional da EI desenvolva um trabalho educacional voltado ao favorecimento e a condução para a descoberta e edificação de sua identidade, apropriando-se de saberes necessários à constituição da autonomia tanto do infante, que ora se torna imprescindível quanto do próprio educador. -/- No que tange a afetividade na EI, falamos de uma constituição do cenário contemporâneo dos ambientes escolares e que, no futuro, tornara-se sumamente imprescindível algum marco ou lapsos que persistem e poderão persistir na educação futura do fundamental e até mesmo do médio ou ensino universitário, principalmente questões de vivência com os outros. Compreensão do outro, desenvolvimento de projetos, percepção da interdependência, de não à quaisquer tipos de violência, administração de possíveis conflitos, descoberta do outro, participação em projetos comuns, prazer no esforço alheio, cooperativada são essenciais nesses primeiros anos escolares e, para que isso torne-se realidade, é necessário que se abra um leque de possibilidades para o futuro mediante a formação atual dos educadores, logo com um alicerce maior em suas formações, o educador(a) estará preparado para atuar frente ao infante, unindo esse lapso fundamental de sua vida dos primeiros anos escolares. -/- REFERÊNCIAS BIBLIOGRÁFICAS -/- BRASIL. [Constituição (1988)]. Constituição da República Federativa do Brasil de 1988. Brasília, DF: Presidência da República, 2016. -/- _______. Leis de Diretrizes e Bases da Educação Nacional. Lei 9394/1996. Brasília, 2005. -/- _______. Ministério da Educação e do Desporto. Secretaria de Educação Fundamental. Referencial Curricular Nacional para a Educação Infantil. Brasília: MEC/SEF, 1998. -/- FREIRE, P. Pedagogia do oprimido. 17ª ed. São Paulo: Paz e Terra, 1983. -/- KUHLMANN JR., M.. Educando a infância brasileira. In: LOPES, E. M. T.; FILHO, L. M. F.; VEIGA, C. G. (Org.). 500 anos de educação no Brasil. 4ªed. Belo Horizonte: Autêntica, 2008. -/- LEÃO, J. L. de S. Educação Infantil no Brasil: Algumas Considerações. In: LEÃO, J. L. de S. O processo de inclusão escolar na educação infantil sob a ótica de assessoras pedagógicas da Secretaria Municipal de Educação do Natal/RN. 2008. Trabalho de conclusão de curso (Licenciatura em Pedagogia) – Centro de Educação, Universidade Federal do Rio Grande do Norte, 2018. p. 18. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Mitzvah of the BrisThomas McDonaldHaving worked as a clinician in emergency medicine, internal medicine, and urgent care for a number of years, I've treated plenty of patients with skin infections. On a few rare occasions, some have casually mentioned that they were thinking about getting circumcised as adults to prevent reoccurring, frequent infections like Jock Itch. I think you're probably more likely to experience that kind of problem (...) if you're uncircumcised. Jock itch is a fungal infection, and fungus likes dark, hot, sweaty places on our bodies. These infections are nothing serious—they are just sort of annoying for the patients experiencing them.I have two sons—both were circumcised, but my experience as a clinician did not play a role in the decision. My sons' mother is Jewish, while I grew up Catholic. I attended a Catholic high school and went to religious education classes until I was confirmed [End Page 77] as a teenager. Both of my parents are pretty serious Catholics. I can't remember ever missing a Sunday service. I always thought any sons I had would be circumcised, even before I was married and before I married someone who was Jewish.When we were expecting our first baby, my son's mother and I didn't really talk about circumcision or debate whether we should do it or not. Is it more socially acceptable to be circumcised versus not? I'm not exactly sure why, but I think the answer is probably yes. It seems like circumcision is the norm in our society. My son's mother wanted our son to be circumcised too but thought it would be great to have a bris. With my Catholic background, I didn't know the details about what was involved with a bris at the time. She explained that a person comes to the house (or to a relative's house) and circumcises the baby. All the relatives attend. It would be a party! At the time, the thought of throwing a party at a relative's home to celebrate a circumcision was amusing to me. Before the conversation with my son's mother, I assumed that the bris was probably done in the hospital with everyone attending there. But she went on to explain that a person who is trained to do it—a mohel—does this work as their main job and makes sure that the baby is anesthetized and that sterile techniques are used.To be clear, I didn't ever think that my sons wouldn't be circumcised. I just thought it would happen in the hospital rather than in Baba's living room, followed immediately by a meal of deli meat sandwiches. But the bris sounded like it would make a nice memory for the family, so I agreed to it. I was always (and still am) interested in Jewish traditions. I think they're pretty cool, so I was all in. I assume there could have been some pressure from my son's mother's family if the bris was something I didn't want to do, but that wasn't an issue since I was completely on board.There is an episode of Seinfeld called "The Bris" in which Elaine and Jerry are nervous about the duties they must perform for a bris when they agree to become godparents to a Jewish couple's newborn. Elaine is charged with booking the mohel and asks Jerry, "Where am I going to find a mohel!" Jerry responds, "Oh, finding a mohel is a piece of cake. Any idiot can find a mohel. I have the tough job—I have to hold the baby while they do it! How would you like that job?"I don't know how much planning goes into a bris. Unlike Elaine and Jerry, I did nothing. I just showed up that day. If someone asked me how to find a mohel, I wouldn't have an answer. It's possible my son's mother found and booked the mohel, or her family may have set it up. They have roots where we were living at the time, so they may have gotten... (shrink)

Resumen: El propósito de este artículo consiste en responder afirmativamente a la pregunta por la posibilidad de la objetividad en las ciencias humanas. Se comienza planteando que, pese a su aparente anacronismo, la discusión sobre la objetividad se torna vigente frente al desafío que plantea a la epistemología la noción de posverdad. Posteriormente, se reconstruyen algunas versiones de objetividad presentes en la literatura. A continuación, se exponen y discuten algunas posturas respecto a la posibilidad de la objetividad en las ciencias (...) humanas y se evalúa no solo su consistencia, sino también las consecuencias que estas tienen para las ciencias humanas. Finalmente, se proponen algunas ideas para la constitución de un concepto plausible de objetividad para las ciencias humanas. Se espera que este trabajo abra rutas para la exploración sistemática de un programa de epistemología de las ciencias humanas comprometido con un marco realista de investigación.: This paper aims to answer affirmatively the question about the possibility of objectivity in the human sciences. I firstly claim that, though their seemly anachronism, the discussion on objectivity is valid in front of the challenge that puts the notion of post-truth to epistemology. Then, I reconstruct some views about objectivity from the literature. Next, I show and discuss some views about the possibility of the objectivity in the human sciences and I assess both their consistency as the consequences that they have to the human sciences. Finally, I propose some ideas for the constitution of a plausible concept of objectivity for the human sciences. I hope this paper open routes to the systematic exploration of an epistemological program for the human sciences committed with a realistic framework of research. (shrink)

La Ciencia de la Administración está hoy preocupada por el conocimiento, en tanto un factor reconocido de valorización de las organizaciones subsumidas hoy en las llamadas Sociedad del Conocimiento. La Gestión del Conocimiento ocupa entonces un primer plano, pues sería la encargada de extraer las mayores utilidades posibles no sólo del conocimiento disponible, sino también del que pueda producirse. No obstante, por basarse en la vieja pero pregnante concepción del conocimiento, esta Gestión conlleva supuestos que presentan dificultades e inconsistencias, así (...) como conduce a falsos problemas. Mi intención es entonces proponer un modo alternativo de concebir el conocimiento que no dé por supuesto que consiste en una representación que está en la mente de sus portadores pero que puede almacenarse en soportes de distintos tipos sin perder su valor. A partir de ella podré desarrollar una reflexión crítica sobre la Gestión del Conocimiento que tal vez abra posibilidades de establecer alguna diferencia crítica en sus propuestas y actividades, atendiendo a la diversidad de los procesos y peculiaridades de nuestras sociedades y organizaciones. (shrink)

En su prolijo discurso sobre “La Palabra de Dios en la vida y la misión de la Iglesia” la XIIª Asamblea General de los Obispos no abordó de una forma expresa la índole sacramental de la Palabra. Y, sin embargo, en una de sus Conclusiones-Propuestas finales demanda que se abra una reflexión sobre la misma. El presente trabajo se sitúa en esa perspectiva. Tras sopesar los límites de los apuntes sugeridos por el propio Sínodo, un tanto marcados por la (...) indefinición y una cierta perplejidad, se ofrecen, como un avance de ensayo provisional, una serie de elementos reflexivos que deberán ser integrados, con la organicidad propia del caso, en una visión complexiva de esa sacramentalidad. (shrink)