Resumo : o presente texto tem por objetivo apresentar resultados de pesquisa sobre as escolas étnicas dos imigrantes poloneses no Rio Grande do Sul, de 1890 até 1938. Até 1938 houveram 106 escolas étnicas polonesas em funcionamento nesse estado, das quais muitas possuíam ensino bilíngue, em português e polonês. O material didático utilizado era em língua polonesa e portuguesa, com destaque para textos que retratavam a cultura polonesa e sua adaptação ao contexto dos núcleos coloniais. Considerando que o objeto em (...) estudo está intimamente relacionado à cultura de um grupo étnico que constrói sua identidade a partir de suas práticas culturais históricas, autores como Barth e Hall são importantes para a compreensão da dinamicidade dos processos identitários nos grupos de imigrantes. As escolas entre os imigrantes poloneses e de seus descendentes revelam marcantes características nesse sentido. Por isso é importante destacar a dinâmica cultural desses imigrantes, enfatizando suas tradições já na terra de origem e a forma como se articularam em relação a essas tradições nas terras de destino, com especial atenção para possíveis reconfigurações e transformações. A adaptação e até mesmo a reinvenção dos modos de vida sistematizam novos conceitos e termos de vivência da cultura, aqui em especial da cultura escolar étnica. Palavras-chave: Imigração polonesa. Escolas étnicas polonesas. Processo Cultural Étnico. Nacionalização do Ensino. (shrink)

O trabalho de Kurt Goldstein ainda é pouco conhecido no Brasil. Sendo um dos fatores quedificultam o acesso aos seus escritos a ausência de traduções das suas obras para a línguaportuguesa. No entanto, sua influência está presente em diversas áreas do conhecimento, aexemplo da Neurologia, Neuropsicologia, Psicologia e Filosofia. Desse modo, com o intuitode resgatar os fundamentos de conhecimentos e práticas realizadas nos camposinfluenciados por ele, esse artigo apresenta uma introdução à sua obra. Foram utilizadoscomo base os escritos The Organism: (...) A holistic approach to biology derived frompathological data in man e Human Nature in the light of psychopathology. A partir daanálise dessas obras foram selecionados três grandes temas a serem explorados: a questãodo método para o autor, a teoria do organismo apresentada por ele e a noção de naturezahumana presente em seus trabalhos. Por meio dessa retomada da obra do autor, pretendeseapontar para sua “fenomenologia”, além de abrir caminho para novas discussões sobresua influência. (shrink)

This book presents and discusses some of the problems that are increasingly emerging today in our relationship with food as well as in our style of eating and drinking. The first three chapters focuses on issues concerning eating, and on our relationship with what we can eat. The fourth chapter deals with the act of drinking, with our relationship with water, and discusses justice aspects in the use of water. The main idea is that the acts of eating and drinking (...) are to be understood as relationships, i.e. as a way human beings relate to other beings. As such, they can be performed ethically well or badly. Therefore, an ethics of eating and of drinking should be developed. Not only the book highlights some key ethical problems associated with the act of eating and drinking, yet it also describes some ethically sustainable solutions to them. It ends with a list of reflections, which are intended to guide our choices in the relations with food and drinks with a normative approach. Mainly written for university students and researchers in the field of applied ethics, this book will also offer an inspiring reading to a wider audience of academics and professionals. (shrink)

We study a modal language for negative operators—an intuitionistic-like negation and its paraconsistent dual—added to (bounded) distributive lattices. For each non-classical negation an extra operator is hereby adjoined in order to allow for standard logical inferences to be opportunely restored. We present abstract characterizations and exhibit the main properties of each kind of negative modality, as well as of the associated connectives that express consistency and determinedness at the object-language level. Appropriate sequent-style proof systems and adequate kripke semantics are also (...) introduced, characterizing the minimal normal logic and a few other basic logics containing such negative modalities and their companions. (shrink)

Language does not fossilize but this does not mean that the language's evolutionary timeline is lost forever. Great apes provide a window back in time on our last prelinguistic ancestor's communication and cognition. Phylogeny and cladistics implicitly conjure Pan (chimpanzees, bonobos) as a superior (often the only) model for language evolution compared with earlier diverging lineages, Gorilla and Pongo (orangutans). Here, in reviewing the literature, it is shown that Pan do not surpass other great apes along genetic, cognitive, ecologic, or (...) vocal traits that are putatively paramount for language onset and evolution. Instead, revived herein is the idea that only by abandoning single‐species models and learning about the variation among great apes, there might be a chance to retrieve lost fragments of the evolutionary timeline of language. (shrink)

I seek to show in this paper how, in addressing the concept of “I” and the question of self-knowledge in the Critique of Pure Reason, one encounters a paradox, which is essentially a consequence of the doctrine of transcendental idealism. I point to Kant's concept of “I” and its three co-constitutive perspectives. The importance of the concept of subject and its intertwining with the concept of reason is pointed out, as also how these two concepts appear in the text of (...) the Critique of Pure Reason as presuppositions. Subsequently, I deal with some basic questions of transcendental idealism. Finally, I briefly present the three perspectives of the "I": as a phenomenon, as a transcendental structure, and as a noumenon. I conclude by bringing back what Kant himself conceives as a paradox, which is the subject’s self-affection, and the relation between the subject as noumenon and as inner sense. (shrink)

The purpose of this article is to examine the objective side of subjectivity formation through music. I attempt to show how music is a way to configure subjectivity in its interiority, but in a way that it can be shared between other individual subjectivities. Music has an objective structure, but this structure is the temporal and sonorous interiority of subjectivity. It has as its objective manifestation and consequence the feelings and emotions. These feelings are subjective, and in the level of (...) subjective Geist they are related to intuition. Hegel believes that such intuition cannot be properly communicated, due to its exclusive access to the individual subject himself. Despite that, music is an art, and it takes part in the level of absolute Geist. That means that music is the connection between the objective and subjective sides of Geist, being a product of social relations, including the sharing, experience and recognition of subjective operations by the participants in society as something in common. Art is related to intuition but it is not intuition itself, nor it is reduced to the capacity of intuition. All three capacities of the subjective Geist in the theoretical Geist (namely intuition, representation and thinking) can be part of the relationship between art and the individual perspective.However, the link between art and intuition is an analogy between the subjective Geist and the absolute Geist, considering that art is a level of manifestation of social self-consciousness where the people and the social group have not yet become conscious of its content in its manifestation. The exposition of the ideal content of social relations is manifested through absolute Geist, beginning with its sensible manifestation. After this process, it is signified through a practice related to representation, and finally it is related to a conceptually and linguistically mediated practice, philosophy. These products cannot be a consequence of a mere subjective connections, but must be (as part of absolute Geist) a consequence of the objective relation between individuals in its subjective manifestations. Furthermore, subjective capacities are a condition without which the development of the absolute Geist is not possible. At the same time, it is not possible that subjective Geist’s capacities can be fully realized without social relations. Science is not a product of an individual-solipsistic relationship with the environment, but a product of a social relations, including language, shared experiences and shared ways of comprehension, such as the common way to feel and receive the environment in a subjective level discussed below. I divide this exposition into three parts: (1) music and subjectivity, where I deal with the relation between body vibration, time, sound and the formal interiority of the listener/musical subject, analyzing the form of music in its subjective side (the relation to the listener); (2) music and content, where I examine the content generated by music as being the process of formation itself (i.e. the process of given form to the interiority of subjectivity through sounds becomes its own content, namely, the feelings); and (3) music and words, where I scrutinize the relationship between music and words’ capacities to make reference and to have content, considering the connection between pure music and lyrics, and between music and poetry as singular forms of art. I conclude with the idea that music has a specific role in Hegel’s system, which is to bring to light and develop absolute Geist’s (understood as the objectivation and formation of a social and cultural subjectivity) internal aesthetic form. (shrink)