O presente artigo descreve a capacitação a distância de funcionários do Sistema “S” sobre recursos didáticos (softwares, cadernos pedagógicos e de fundamentação metodológica) de quatro cursos distintos, realizada com 294 profissionais distribuídos em 25 estados brasileiros de uma das instituições que compõem o Sistema “S”. Os resultados mostram que a capacitação obteve sucesso e foram mensurados em termos quantitativos pelo índice de aproveitamento nos cursos e, qualitativamente, expressos nas avaliações dos participantes, endossados pelo índice de evasão que ficou dentro do (...) percentual que a literatura referencia. (shrink)

O presente artigo descreve a capacitação a distância de funcionários do Sistema “S” sobre recursos didáticos de quatro cursos distintos, realizada com 294 profissionais distribuídos em 25 estados brasileiros de uma das instituições que compõem o Sistema “S”. Os resultados mostram que a capacitação obteve sucesso e foram mensurados em termos quantitativos pelo índice de aproveitamento nos cursos e, qualitativamente, expressos nas avaliações dos participantes, endossados pelo índice de evasão que ficou dentro do percentual que a literatura referencia.

Este artigo propõe-se a discutir a possibilidade de utilizar as tecnologias digitais online e as redes sociais como espaço de aprendizagem digital de uma maneira que favoreça a aprendizagem cooperativa entre os estudantes, alicerçado na Epistemologia Genética de Jean Piaget. Este estudo foi baseado em uma pesquisa-ação, nas aulas de Matemática, realizada com estudantes do ensino médio integrado em informática do IFRS – Campus Osório (RS), em 2011 e 2012-1. Os estudantes demonstraram apropriação deste espaço de (...) class='Hi'>aprendizagem digital, como o Facebook, e apontaram que este potencializa a aprendizagem cooperativa no que tange à disciplina de Matemática, por ações colaborativas com a professora. (shrink)

Este artigo é um relato de experiência do processo de implantação do ambiente virtual de aprendizagem do Programa Primeira Infância Melhor (PIM). O PIM é uma política pública intersetorial de promoção do desenvolvimento integral na primeira infância, implantada no Estado do Rio Grande do Sul, Brasil. Entre as atribuições do Governo do Estado está a formação das equipes em mais de 200 municípios. Por causa das restrições impostas pela pandemia de coronavirus, a política deixou de realizar formações presenciais e, (...) de forma emergencial, promoveu formações remotas, utilizando a ferramenta Google Drive. A partir desta experiência, foi decidido implantar uma plataforma de formação online. Para tanto, foi realizado um longo processo de planejamento, com análise dos materiais existentes, adequação aos objetivos pretendidos, criação do ambiente virtual e realização de uma formação piloto na modalidade educação à distância. (shrink)

Este artigo aborda as motivações para a docência e os desafios enfrentados por licenciandos em psicologia. A metodologia utilizada foi a abordagem qualitativa, e o instrumento de coleta de dados questionário online com questões abertas e fechadas. Participaram do estudo, onze estudantes de cursos de licenciatura em psicologia de quatro instituições universitárias das regiões sul e sudeste do Brasil. Os resultados demonstraram que a escolha pela licenciatura se deu, sobretudo, pelo interesse e curiosidade na área da educação, apropriação dos (...) saberes pedagógicos, ampliação do mercado de trabalho, bem como as possibilidades de atuação profissional. As dificuldades apontadas revelaram: a falta de informações sobre as especificidades do curso de licenciatura e da atuação do professor de psicologia e a ausência de docentes com saberes pedagógicos para atuar na licenciatura em psicologia. Embora seja considerada formação complementar entre os estudantes, observou-se possibilidades de um ensino-aprendizagem de psicologia engajada e inventiva. (shrink)

RESUMO Em detrimento do acúmulo de 10.000 horas de prática antes do domínio sobre algo - o famoso tipping point de Ericsson - intérpretes médicos podem ganhar considerável experiência ao analisar vídeos de interações médico-paciente, mesmo quando esse par fala a mesma língua. Os hospitais-escola comumente filmam tais interações usando pacientes simulados. Tais filmes têm sido usados em instruções de aula com intérpretes. Aqui, é descrito o uso recente de filmes com PS em um ambiente de aprendizado online, no (...) qual fóruns de discussão e fichas de atividade suplantaram os métodos de trabalho convencionais. Nessa abordagem de aprendizagem baseada em problemas, típica da educação médica, estudantes de pós-graduação em interpretação em serviços de saúde se familiarizam com o discurso típico de diagnóstico e tratamento. Os alunos relataram que essa familiarização os ajudou a liberar seus recursos cognitivos para planejar e monitorar traduções e outras decisões imediatas. Os materiais e métodos de aprendizado usados nessa abordagem online são descritos detalhadamente. O valor do contexto da ABP é descrito em relação às abordagens educacionais de interpretação para o sistema de saúde de modo geral.ABSTRACT Rather than amassing 10,000 hours of practice before mastery is achieved - Ericsson’s famed tipping point - medical interpreters can gain considerable, concomitant experience by analyzing videos of provider-patient interactions, even when the pair speak the same language. Teaching hospitals commonly film such interactions using standardized patients. Such films have been effectively used in classroom-based instruction with interpreters. The novel use of SP films in an on-line learning environment is described herein, where discussion boards and worksheets supplanted traditional instruction methods. In this problem-based learning approach, typical of medical education, graduate-level medical interpreting students became familiar with common diagnostic and treatment discourse. Students reported that this familiarity helped free their cognitive resources for planning and monitoring translations and other decisions on-the-job. The learning materials and methods used in this on-line approach are detailed. The value of the PBL context is described in relation to healthcare interpreting education approaches generally. (shrink)

O objetivo deste artigo é apresentar aos pesquisadores das Humanidades as iniciativas brasileiras para o desenvolvimento de materiais didáticos para a aprendizagem de latim por estudantes de cursos superiores de nosso tempo, com foco no material didático do Programa “Latinitas: leitura de textos em língua latina”, produto da tese de doutorado do autor. Após os mais de três anos de elaboração e de testagens do material na Universidade Federal da Bahia (Brasil), resenha-se aqui o processo de elaboração e de (...) aplicação e noticia-se a disponibilização online, ao público interessado, dos materiais didáticos elaborados. (shrink)

Environmental scientists and engineers have been exploring research and monitoring applications of robotics, as well as exploring ways of integrating robotics into ecosystems to aid in responses to accelerating environmental, climatic, and biodiversity changes. These emerging applications of robots and other autonomous technologies present novel ethical and practical challenges. Yet, the critical applications of robots for environmental research, engineering, protection and remediation have received next to no attention in the ethics of robotics literature to date. This paper seeks to fill (...) that void, and promote the study of environmental robotics. It provides key resources for further critical examination of the issues environmental robots present by explaining and differentiating the sorts of environmental robotics that exist to date and identifying unique conceptual, ethical, and practical issues they present. (shrink)

Augustine asserted that demons (and angels) have material bodies, while Aquinas denied demonic corporeality, upholding that demons are separated, incorporeal, intelligible substances. Augustine’s conception of demons as composite substances possessing an immaterial soul and an aerial body is insufficient, in Thomas’s view, to account for certain empirical phenomena observed in demoniacs. However, Thomas, while providing more detailed accounts of demonic possession according to his development of Aristotelian psychology, does not avail of this demonic incorporeal eminence when analysing demonic attacks: demonic (...) agency is still confined to the material body. Aquinas’s account of demonic possession need not, on the face of it, require an immaterial cause. In his renouncement of the strong Christian tradition affirming demonic corporeality, Aquinas either conflates the need for a demonic agent with a requirement for a super corporeal one, or subordinates his demonology and angelology to a deeper, more fundamental Dionysian metaphysical principle of creative diffusion to which these adhere in a secondary way. (shrink)

A Aprendizagem Baseada em Problemas é uma das metodologias de ensino que vem sendo adotada em diferentes níveis educacionais. O objetivo deste artigo é promover reflexões sobre a utilização dessa prática na educação básica do Brasil, em particular no campo da educação matemática. Este trabalho é um ensaio teórico que engloba pesquisas teóricos e práticas na área. A partir de inspirações da análise de conteúdo são evidenciados alguns resultados que parecem favorecer tanto a prática docente quanto as aprendizagens dos (...) estudantes. (shrink)

O estudo teve por objetivo identificar e analisar os processos de aprendizagem que contribuem para o desenvolvimento de competências requeridas ao administrador no atual ambiente de negócios a partir da percepção de estudantes universitários que estavam trabalhando e cursando a etapa final do curso ..

This essay intends to criticize Hans-Georg Gadamer’s conception of language on the basis of which he justifies the proposition that learning is only possible through conversation. Although he understands as language non-verbal forms of communication such as gestures, physiognomic expressions, looks, Gadamer conceives language as word. However, I believe, and no one would deny it, language needs to be understood and, above all, learned. So here is the motivating problem of this essay: if language has to be understood as word, (...) how is it possible to learn it before mastering the word during childhood? To answer this problem, first, I clarify what I understand as philosophical conception of education. Then I demonstrate, in a broad examination of Gadamer’s essays written over five decades, the absence of a pre-predicative conception of language. Finally, I outline a pre-predicative conception of language by which I intend to show how it is possible to learn language before mastering the word. (shrink)

It is often thought that religious experiences provide support for the cumulative case for the existence of the God of classical monotheism. In this paper, I formulate an Evil-god challenge that invites classical monotheists to explain why, based on evidence from religious experience, the belief in an omnipotent, omniscient, omnibenevolent god is significantly more reasonable than the belief in an omnipotent, omniscient, evil god. I demonstrate that religious experiences substantiate the existence of Evil-god more so than they do the existence (...) of Good-god, and, consequently, that the traditional argument from religious experience fails: it should not be included in the cumulative case for the existence of Good-god. (shrink)

A aprendizagem filosófica na formação de professores: proposta de um Ateliê Filosófico Transdisciplinar Resumo: Este artigo é uma reflexão sobre a criação de um Ateliê Filosófico Transdisciplinar para fazer-pensar a formação de professores e a aprendizagem filosófica, a partir de oficinas didático-formativas que possibilitem aos estudantes de diferentes cursos de licenciaturas a experienciarem em seus processos formativos a prática da meditação como possibilidade didática para o desenvolvimento da aprendizagem filosófica do autoconhecimento. Busca-se fortalecer e promover experiências que (...) estimulem a reflexão, o cuidado com a alteridade, a comunicação dialógica e a ética, a partir de uma visão complexa, fenomenológica, transdisciplinar e polilógica. A formação institucional tradicional é tensionada a repensar o papel da filosofia na formação de professores para além de uma disciplina monológica, específica de conteúdos da tradição canônica, porém sem discriminá-los, mas fazer vê-los emergir das inquietudes humanas dos sujeitos educadores em transformação. Palavras-chave: Ateliê Filosófico; Aprendizagem Filosófica; Autoconhecimento; Formação de Professores. Philosophical learning in teacher education: proposal of a Transdisciplinary Philosophical Workshop Abstract: this article is a reflection on the creation of a Transdisciplinary Philosophical Workshop to make teacher education and philosophical learning think-through, from didactic-formative workshops that enable students from different undergraduate courses to experience their formative processes. The practice of meditation as a didactic possibility for the development of philosophical learning of self-knowledge. We seek to strengthen and promote experiences that stimulate reflection, care for otherness, dialogical communication and ethics, from a complex, phenomenological, transdisciplinary and polylogical view. The traditional institutional formation is tensioned to rethink the role of philosophy in the formation of teachers beyond a monological discipline, specific of canonical tradition contents, but without discriminating them, but seeing them emerge from the human concerns of the changing educating subjects.. Keywords: Philosophical Studio; Philosophical learning; Self knowledge; Teacher training. Aprendizaje filosófico en la formación docente: propuesta de un taller filosófico transdisciplinario Resumen: Este artículo es una reflexión sobre la creación de un Taller Filosófico Transdisciplinario para reflexionar sobre la formación docente y el aprendizaje filosófico, a partir de talleres didáctico-formativos que permiten a los estudiantes de diferentes cursos de pregrado experimentar sus procesos formativos. La práctica de la meditación como una posibilidad didáctica para el desarrollo del aprendizaje filosófico del autoconocimiento. Buscamos fortalecer y promover experiencias que estimulen la reflexión, el cuidado de la otredad, la comunicación dialógica y la ética, desde una visión compleja, fenomenológica, transdisciplinaria y polilógica. La formación institucional tradicional está tensada para repensar el papel de la filosofía en la formación de docentes más allá de una disciplina monológica, específica de los contenidos de la tradición canónica, pero sin discriminarlos, pero al verlos emerger de las preocupaciones humanas de las materias educativas cambiantes. Palabras clave: Philosophical Studio; Aprendizaje filosófico; Conocimiento de sí mismo; Formación de profesores. Data de registro: 05/10/2019 Data de aceite: 22/09/2021 O presente trabalho foi realizado com o apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) –Brasil –Código de Financiamento 001. (shrink)

Patients in around 20 countries worldwide are now offered online access to at least some of their medical records. Access includes test results, medication lists, referral information, and/or the very words written by clinicians (so-called ‘open notes’). In this paper, I discuss the possibility of one unintended negative consequence of patient access to their clinical notes—the potential to increase ‘nocebo effects’. A growing body of research shows that nocebo effects arise by engaging perceptual and cognitive processes that influence negative (...) expectancies, and as a consequence, adverse health effects. Studies show that increased awareness about the side effects of medications, the framing of information and the socioemotional context of care can increase the risk of nocebo effects. Connecting research into the nocebo effect with open notes provides preliminary support for the hypothesis that patient access to clinical notes might be a forum for facilitating unwanted nocebo effects. Furthermore, current findings indicate that we might expect to see systematic differences in how nocebo effects are experienced among different patient populations. The ethical implications of the tension between transparency and the potential for harm are discussed, with an emphasis on what open notes might mean for justice and equity in clinical care for a range of already marginalised patient populations. I argue that to resolve these challenges does not thereby justify ‘closed notes’, and conclude with suggestions for how health systems and clinicians might adapt to this innovation to reduce the risk of potential nocebo effects arising via this novel route. (shrink)

We are witnessing increasing use of the Internet, particular social media, to criticize (perceived or actual) moral failings and misdemeanors. This phenomenon of so-called ‘online public shaming’ could provide a powerful tool for reinforcing valuable social norms. But it also threatens unwarranted and severe punishments meted out by online mobs. This paper analyses the dangers associated with the informal enforcement of norms, drawing on Locke, but also highlights its promise, drawing on recent discussions of social norms. We then (...) consider two crucial conditions that online public shaming must meet in order to be justifiable: proportionality and accountability. We argue that these requirements are in fact frequently violated, rendering most cases of online public shaming unjustified. While the use of online public shaming against others’ vices has some apparent virtues, it is currently rarely justified, given its own vices. (shrink)

This paper has 3 main goals: (1) to clarify the role of Artificial Intelligence (AI)—along with algorithms more broadly—in online radicalization that results in ‘real world violence’; (2) to argue that technological solutions (like better AI) are inadequate proposals for this problem given both technical and social reasons; and (3) to demonstrate that platform companies’ (e.g., Meta, Google) statements of preference for technological solutions functions as a type of propaganda that serves to erase the work of the thousands of (...) human content moderators and conceal the harms they experience. I argue that the proper assessment of these important, related issues must be free of the obfuscation that the ‘better AI’ proposal generates. For this reason, I describe the AI-centric solutions favoured by major platform companies as a type of obfuscating and dehumanizing propaganda. (shrink)

Entendida em sentido amplo, como reconstrução autotranscendente, a aprendizagem requer, para potencializar a razão crítico-discursiva, uma dimensão intersubjetiva e uma relação assimétrica entre professor e estudante. No ciberespaço, âmbito linguístico específico que ocasiona processos de socialização e de individualização, o entendimento do que constitui aprendizagem válida passa, necessariamente, pelo diálogo entre educadores. A partir de interrogações de índole epistemológica, o artigo insere-se nesse diálogo. Depois de caracterizar a hipermídia como a linguagem do ciberespaço e identificar diferentes perfis de (...) leitores de hipermídia, duas afirmações são ensaiadas: (i) as tecnologias digitais possuem potencial para amplificar a aprendizagem; e (ii) as tecnologias digitais não minimizam a importância da mediação docente na forma escolar da aprendizagem. (shrink)

RESUMO: Para Bateson, a mudança social radicaria numa mudança epistemológica profunda que incidisse sobretudo na educação e na comunicação. Essa revolução paradigmática, baseada na lógica formal de Whitehead e Russell, evitaria discursos ditos científicos destituídos de rigor. Aqui, analisamos hermeneuticamente o seu pensamento, salientando os limites que a lógica formal encontra nas experiências éticas, religiosas e estéticas. Sem essa revolução, encontramo-nos condenados à estagnação intelectual, pois formamos cidadãos sem capacidade de aprender a aprender, que possibilitaria a capacidade de produzir abduções, (...) inferência lógica tão necessária na produção do raciocínio humano; o seu desenvolvimento garantiria a capacidade de pensar/construir complexamente o mundo, interligando os saberes; poucos são também aqueles que explicitam e argumentam a favor das suas crenças, base axiomática da capacidade abdutiva. A organização social se constrói com sujeitos que raramente possuem mentes bem estruturadas, favorecedoras de passagem de patamares de aprendizagem para outros superiores. Antes se estimula a confusão de tipos lógicos, tomando o todo pela parte, por exemplo. Bateson critica também o sistema de avaliação quantitativo, diminuindo a possibilidade de formação do pensamento abstrato e formal, como a filosofia e a matemática exigem. ABSTRACT: For Bateson, social change must be rooted in a profound epistemological shift, focusing mainly on education and communication. This paradigmatic revolution, based on the formal logic of Whitehead and Russell, avoids discourse that is said to be scientific but is devoid of rigor. In this article we hermeneutically analyze Bateson's thinking on these issues, stressing the limits that formal logic has in facing ethical, religious and aesthetic experiences. Without this revolution, we are condemned to intellectual stagnation, because we would be training citizens without the capacity of learning to learn. This capacity makes possible the ability to produce abduction, the logical inference required in the production of human reasoning. Its development would ensure the ability to think/construct the world in a complex fashion, connecting various areas of knowledge. Few are those who explain and argue for their beliefs, but this is the axiomatic basis for abductive capacity. Social organization depends on subjects who rarely possess well-structured minds that can pass from one level of learning to a higher one; and it actually stimulates the confusion of logical types, such as taking the whole for the part, for example. Bateson also criticizes the quantitative evaluation system, which diminishes the possibility for training in abstract and formal thought of the kind required by philosophy and mathematics. (shrink)

The internet has become an ubiquitous epistemic source. However, it comes with several drawbacks. For instance, the world wide web seems to foster filter bubbles and echo chambers and includes search results that promote bias and spread misinformation. Richard Heersmink suggests online intellectual virtues to combat these epistemically detrimental effects . These are general epistemic virtues applied to the online environment based on our background knowledge of this online environment. I argue that these online intellectual virtues (...) also demand a particular view of cognitive integration. Online intellectual virtues are incompatible with a popular conception of extended minds proposed by Andy Clark and David Chalmers . I suggest that if we want to hold on to both a conception of online intellectual virtues and some conception of the extended mind, we have to accept a more gradual theory of cognitive integration along the lines of second-wave theories of the extended mind. (shrink)

Online Public Shaming is a form of norm enforcement that involves collectively imposing reputational costs on a person for having a certain kind of moral character. OPS actions aim to disqualify her from public discussion and certain normal human relations. We argue that this constitutes an informal collective punishment that it is presumptively wrong to impose on others. OPS functions as a form of ostracism that fails to show equal basic respect to its targets. Additionally, in seeking to mobilise (...) unconstrained collective power with potentially serious punitive consequences, OPS is incompatible with due process values. (shrink)

The rise of Internet-mediated communication poses possibilities and challenges for organisation studies, also in the area of corporate social responsibility and business and society interactions. Although social media are attracting more and more attention in this domain, websites also remain an important channel for CSR debate. In this paper, we present an explorative study of activist groups’ online presence via their websites and propose a combination of methods to study both the structural positioning of websites and the meanings in (...) these websites. We focus on the websites of SOMO, the Centre for Research on Multinational Corporations, and of one of its campaigns, makeITfair, concerned with labour conditions in the IT industry worldwide. This allows us to show how this combination of methods can further our understanding of the way activist networks’ online presence can provide insights into the tactics these networks apply to achieve institutional change on CSR issues. Meanwhile, we identify some notable differences between styles and word use in the two organisations’ websites. We conclude with a set of suggestions for future research. (shrink)

ABSTRACT Understanding is a demanding epistemic state. It involves not just knowledge that things are thus and so, but grasping the reasons why and seeing how things hang together. Understanding, then, typically requires inquiry. Many of our inquiries are conducted online nowadays, with the help of search engines, forums, and social media platforms. In this paper, I explore the idea that online inquiry easily leads to what I will call online illusions of understanding. Both the structure of (...) online information presentation (with hyperlinks, shares, retweets, likes, etc.) and the operation of recommender systems and the like make it easy for people using them to form the impression that they are conducting inquiry responsibly, whereas they are in fact fed with irrelevant information, or, even worse, falsehoods, misinformation, disinformation, or outright conspiracy theories. (shrink)

Este trabalho identifica o conceito de fracasso escolar a partir de Latour, Deleuze, Guattari e Despret. O trabalho foi desenvolvido em um processo de leitura e diálogo intertextual dos autores propostos.

Privacy and surveillance scholars increasingly worry that data collectors can use the information they gather about our behaviors, preferences, interests, incomes, and so on to manipulate us. Yet what it means, exactly, to manipulate someone, and how we might systematically distinguish cases of manipulation from other forms of influence—such as persuasion and coercion—has not been thoroughly enough explored in light of the unprecedented capacities that information technologies and digital media enable. In this paper, we develop a definition of manipulation that (...) addresses these enhanced capacities, investigate how information technologies facilitate manipulative practices, and describe the harms—to individuals and to social institutions—that flow from such practices. -/- We use the term “online manipulation” to highlight the particular class of manipulative practices enabled by a broad range of information technologies. We argue that at its core, manipulation is hidden influence—the covert subversion of another person’s decision-making power. We argue that information technology, for a number of reasons, makes engaging in manipulative practices significantly easier, and it makes the effects of such practices potentially more deeply debilitating. And we argue that by subverting another person’s decision-making power, manipulation undermines his or her autonomy. Given that respect for individual autonomy is a bedrock principle of liberal democracy, the threat of online manipulation is a cause for grave concern. (shrink)

The internet provides us with a multitude of ways of interacting with one another. In discussions about how technological innovations impact and shape our interpersonal interactions, there is a tendency to assume that encountering people online is essentially different to encountering people offline. Yet, individuals report feeling a sense of togetherness with one another online that echoes offline descriptions. I consider how we can understand people’s experiences of being together with others online, at least in certain instances, (...) as arising out of their feeling together as a we. Using Walther’s phenomenological framework of communality, I explore whether the following might take place online: habitual communal experiences and actual we-experiences. While neither of these sketches amount to a full account of how we find ourselves with others online, I suggest that they reveal how insights from the phenomenology of sociality can be used to deepen our understanding of online communality. What is more, I suggest that the strength of this approach is that in some cases it allows us to circumvent tricky questions about embodiment online and, in others, prompts us to ask to what extent a fully-embodied interaction is really required for we-experiences. (shrink)

Resumo: Este texto origina-se de uma pesquisa realizada em quatro universidades federais brasileiras, cujo objetivo foi analisar as narrativas de diversos profissionais sobre os processos de aprendizagem dos estudantes com deficiência intelectual na Educação Superior. Foram realizadas 29 entrevistas com 32 servidores públicos, sendo profissionais dos Núcleos de Acessibilidade, profissionais de apoio pedagógico, professores e coordenadores de cursos. As entrevistas foram gravadas, transcritas e analisadas através da técnica de Análise Textual Discursiva e fundamentadas pelos estudos de Lev Semionovitch Vigotski. (...) Os resultados indicam que a aprendizagem dos estudantes com deficiência intelectual na Educação Superior está relacionada aos seguintes fatores: estratégias utilizadas pelos estudantes para a compensação da deficiência; a coletividade que também atua para compensação da deficiência, favorecendo o desenvolvimento das funções psíquicas superiores; a mediação dos professores através da adoção de diferentes estratégias pedagógicas. Conclui-se que há possibilidades para a aprendizagem dos estudantes com deficiência intelectual na Educação Superior desde que haja estratégias institucionais e pedagógicas e que o grau do comprometimento intelectual do estudante não impossibilite a compensação e a aprendizagem, mediada pela colaboração, na zona de desenvolvimento proximal/imediato/iminente. Palavras-chave: Deficiência Intelectual; Educação Superior; Vigotski. Possibilities for learning students with Intellectual Disabilities in Higher Education: an analysis from Vigotski's studies This text originates from a research conducted in four Brazilian federal universities, whose objective was to analyze the narratives of several professionals about the learning processes of students with intellectual disabilities in Higher Education. Twenty-nine interviews were conducted with 32 public servants, being professionals from accessibility centers, pedagogical support professionals, teachers and course coordinators. The interviews were recorded, transcribed and analyzed using the Discursive Textual Analysis technique and based on the studies of Lev Semionovitch Vigotski. The results indicate that the learning of students with intellectual disabilities in Higher Education is related to the following factors: strategies used by students to compensate for disability; the collectivity that also acts to compensate for disability, favoring the development of higher psychic functions; mediation of teachers through the adoption of different pedagogical strategies. It is concluded that there are possibilities for learning students with intellectual disabilities in Higher Education provided that there are institutional and pedagogical strategies and that the degree of intellectual commitment of the student does not make compensation and learning impossible, mediated by collaboration, in the zone of proximal/immediate/imminent development. Key-words: Intellectual Disability; Higher Education; Vigotski. Posibilidades para la aprendendizaje de estudiantes con discapacidad intelectual en la Educación Superior: un análisis de los estudios de Vigotski Resumen: Este texto tiene su origen en una investigación realizada en cuatro universidades federales brasileñas, cuyo objetivo era analizar las narrativas de varios profesionales sobre los procesos de aprendizaje de estudiantes con discapacidad intelectual en educación superior. Se realizaron 29 entrevistas con 32 servidores públicos, siendo profesionales de centros de accesibilidad, profesionales de apoyo pedagógico, profesores y coordinadores de cursos. Las entrevistas fueron grabadas, transcritas y analizadas utilizando la técnica de análisis textual discursivo y basadas en los estudios de Lev Semionovitch Vigotski. Los resultados indican que el aprendizaje de los estudiantes con discapacidad intelectual en la Educación Superior está relacionado con los siguientes factores: estrategias utilizadas por los estudiantes para compensar la discapacidad; la colectividad que también actúa para compensar la discapacidad, favoreciendo el desarrollo de funciones psíquicas superiores; mediación del profesorado a través de la adopción de diferentes estrategias pedagógicas. Se concluye que existen posibilidades de aprender a estudiantes con discapacidad intelectual en Educación Superior siempre que existan estrategias institucionales y pedagógicas y que el grado de compromiso intelectual del estudiante no imposibilite la compensación y el aprendizaje, mediado por la colaboración, en la zona de desarrollo proximal/ inmediato/inminente. Palabras clave: Discapacidad intelectual; Enseñanza Superior; Vigotski. Data de registro: 22/03/2022 Data de aceite: 27/04/2022. (shrink)

During the pandemic of Covid-19, internet-based communication became for many the primary, or only, means of interaction with others, and it has been argued that this had a host of negative effects on emotional and mental health. However, some people with a lived experience of mental ill-health also perceived improvements to their wellbeing during the period in which social activities were moved online. In this paper, I explore the possibility that some of these improvements are due to the partial (...) “disembodiment” of emotions facilitated by internet-mediated interaction. In particular, I consider the phenomenology of social anxiety and how it may be impacted upon by encountering others primarily through the medium of internet-enabled technology. I will start by reconstructing a phenomenological account of social anxiety to which disruptions of bodily experience are central. I will then move to consider how the experiential dynamics that are particularly prominent in social anxiety can be weakened when communicating with others via video calls, instant messages, and social media more broadly. I will suggest that this is the case due to the diminished visibility of the body online, and the higher degree of control and agency over one’s experience that can be exercised in this context. Finally, I will argue that the weakening of social anxiety through internet-mediated contact exemplifies some of the processes which are key to emotion regulation more widely, thus suggesting that communication and interaction online could have a positive effect on a wider range of affective disturbances. (shrink)

In this chapter, I explore how experiences of social belonging might emerge and be sustained in online communities, drawing from the work on rituals by Randall Collins. I argue that rather than viewing mediated interactions in terms of whether they are suitable substitutes for face-to-face interactions, we should consider mediated encounters in their own right. This allows us to recognize the creative ways that people can create rituals in a mediated setting and thus support and create a sense of (...) belonging with others online. I also highlight how some online platforms not only support online rituals but that they are well-positioned to create and circulate collective symbols (or sacred objects) of groups and, thus, can continue to scaffold and sustain on-going feelings of belonging. (shrink)

In this paper, we examine how the availability of massive quantities of data i.e., the “Big Data” phenomenon, contributes to the creation, spread, and harms of online misinformation. Specifically, we argue that a factor in the problem of online misinformation is the evolved human instinct to recognize patterns. While the pattern-recognition instinct is a crucial evolutionary adaptation, we argue that in the age of Big Data, these capacities have, unfortunately, rendered us vulnerable. Given the ways in which (...) class='Hi'>online media outlets profit from the spread of misinformation by preying on this pattern-finding instinct, we conceptualize the problem that we identify as a morally objectionable form of “epistemic exploitation.” As we argue, the consumer of digital misinformation is often exploited by having her pattern-recognition instinct used against her. This exploitation is morally objectionable because it deprives her of an epistemic good to which she has a right. This epistemic good is the integrity of the pattern-recognition instinct itself which, we argue, is a capacity that allows us to participate in uniquely human goods. While our primary goal is to bring attention to this form of epistemic exploitation, we conclude by briefly evaluating some general solutions to the growing problem of online misinformation. (shrink)

Senior high school is known to be part of the newly implemented K-12 program in the Philippines' educational system. Hence, this program added two years to the academic learning program of students, which mainly focuses on different theoretical and vocational strands that aim to prepare and fully furnish the students for education and employment in the future. Due to adjustments to new online learning amidst the pandemic, students begin to experience various challenges, primarily social support and mental well-being. Hence, (...) this study investigates the relationship between social support and anxiety with 160 respondents from private schools. The findings revealed that social support and anxiety have a significant relationship (r=0.126). (shrink)

In this paper we aim at discussing cognitive and epistemic features of online communities, by the use of cognitive niche constructions theories, presenting them as virtual cognitive niches. Virtual cognitive niches can be considered as digitally-encoded collaborative distributions of diverse types of information into an environment performed by agents to aid thinking and reasoning about some target domain. Discussing this definition, we will also consider how online communities, as networks displaying a social bias, can both foster civic awareness (...) and promote problematic group-led behaviors in the virtually aggregated crowds. To support this affirmation, we will take into account the use of online communication networks during crises and we will argue that it can lead to ethically dubious consequences. (shrink)

The internet is a major part of our lives today. This applies to politics as well, and accordingly, the question of whether it is possible to realize democracy on the internet has arisen. Using the arguments of Hannah Arendt, the paper aims to determine what online democracy should look like. It is argued that the internet's decentralized structure is advantageous because it facilitates the implementation of the Arendtian system of political councils. Due to the character of online political (...) platforms – mainly social media – these political councils should ideally revolve around shared issues that simultaneously create the common world on the internet. At the same time, clear rules need to be laid down for the functioning of these online political councils. Based on Arendt's arguments, it is claimed in the paper that these rules include the principles of mutual promises and covenants on the issues themselves. It is also argued that because Arendt emphasizes the role of appearing in the public sphere, the process of authentication – that is, verifying that there is a concrete person with a physical body behind each online account that wants to actively participate in a particular online political council – is required. (shrink)

With the surge of the COVID-19 pandemic, online sellers faced challenges in managing their online business daily. Aside from it, their work-life balance has been negatively affected as well, considering that they work from home and are responsible for household responsibilities. Thus, this study is conducted during the pandemic and gathered data using a semi-structured interview through Messenger call. It is conducted to explore the lived experiences of online sellers and how they managed their online business (...) and personal life. It also determines the specific challenges they’ve encountered and how they coped with them. Lastly, this study aims to map out how these experiences will benefit online sellers and consumers and explain that online selling can be both sustainable and convenient in terms of earning a good living and meeting their daily needs. Moreover, three major conclusions emerged from this study’s findings: (1) online sellers faced psychological and physical difficulties in managing their online business during the pandemic, (2) online sellers discovered ways on how to cope with the struggles they are facing, and (3) online sellers reflected on their experience to be more effective in the online selling industry. (shrink)

A leitura pode ser analisada sob vários ângulos: social, pedagógico, cultural, cognitivo, dentre outros. Contudo, abordar os aspectos mencionados, em conjunto ou sequencialmente, demanda uma verticalização prodigiosa da pesquisa; por isso este artigo busca apenas apresentar e discutir alguns aspectos cognitivos relevantes para a prática leitora, dando ênfase à memória e, por isso mesmo, ao conhecimento prévio. Acreditamos que, conhecendo melhor os tipos de memória e não ignorando o vínculo necessário entre memória e conhecimento prévio, se torne mais viável para (...) o professor mobilizar meios eficazes para propor atividades de leitura compreensiva e, também, mais importante ainda, para mostrar e explicar aos alunos como fazer uma leitura desse tipo. A concepção subjacente à presente escolha decorre do entendimento de que a leitura é um processo sociocognitivo complexo não redutível a seu resultado imediato, obtido em testes padronizados e avaliado em termos positivos ou negativos, de modo negáabsoluto. Na verdade, não nos interessa exclusivamente conferir ao leitor a condição de leitor proficiente ou não, desconhecendo as práticas leitoras com as quais o sujeito testado tem ou teve contato até o momento. O que nos instiga e motiva, de fato, é o ensino-aprendizagem da compreensão do texto escrito. Assim, abordaremos ao longo deste artigo questões atinentes ao processamento cognitivo de textos, com a finalidade de elucidar a sua importância decisiva para o ensino-aprendizagem da habilidade de compreensão leitora, no contexto escolar. (shrink)

Este trabalho tem por objetivo refletir sobre a relação entre a tese da mente estendida e do papel do corpo no uso das estratégias de aprendizagem. Nas discussões, tecemos algumas possíveis interseções entre a teoria das estratégias de aprendizagem com a tese da mente estendida de Andy Clark e David Chalmers e o papel do corpo. Em um primeiro momento, apresentamos a teoria das estratégias de aprendizagem. Em seguida, fizemos uma breve exposição da teoria da mente estendida. (...) De modo subsequente, refletimos sobre as possíveis aproximações entre o conceito de estratégias de aprendizagem e a tese da mente estendida e refletimos sobre o papel do corpo no uso de estratégias de aprendizagem. Por último, apresentamos as considerações finais como um esboço de possíveis contribuições da interseção entre as teorias e deixamos apontamentos para estudos futuros. (shrink)

O presente texto se debruçou sobre as questões relacionadas ao ensino e avaliação da aprendizagem em filosofia após sua presença obrigatória nos currículos de ensino médio do país. Documentos como as Orientações Curriculares Nacionais e o Currículo de Filosofia do Estado de São Paulo indicam uma abordagem de seu ensino pautado por competências e habilidades.

This paper introduces a framework for direct surface composition by online update. The surface string is interpreted as is, with each morpheme in turn updating the input state of information and attention. A formal representation language, Logic of Centering, is defined and some crosslinguistic constraints on lexical meanings and compositional operations are formulated.

Com este artigo, problematizou-se o potencial da formação continuada de professores por meio da educação a distância mediada pelo Moodle. Nessa perspectiva, pesquisou-se, principalmente, a integração hipermidiática das tecnologias nesse ambiente virtual de aprendizagem, no curso a distância de pós-graduação lato sensu em Mídias na Educação. Para isso, selecionou-se uma aula de uma disciplina desse curso oferecida no primeiro semestre de 2011 por uma universidade na qual um dos autores deste artigo trabalhou como professor-tutor. Assim, foi realizada uma investigação (...) com base na abordagem metodológica qualitativa através da observação participante, na qual se percebeu que a integração da hipermídia potencializa o diálogo-problematizador, a interatividade e o desenvolvimento da flexibilidade cognitiva nos professores-cursistas. Dessa forma, observou-se que a navegação em uma hipermídia educacional respeita o ritmo e as maneiras de aprendizagem de cada sujeito, uma vez que possibilita que os temas a serem estudados sejam acessados de forma não-linear, ou seja, de acordo com o interesse de cada aprendente e por meio de diferentes mídias. Isso viabilizou aos cursistas fazerem diversas associações entre diferentes conteúdos inter-relacionados, proporcionando assim uma ampliação da visão sobre os assuntos educacionais abordados na disciplina e, posteriormente, poderem aplicar esse conhecimento em novas situações de ensinoaprendizagem. (shrink)

"I am delighted to offer my highest praise to Dean Cocking and Jeroen van den Hoven's brilliant new book, Evil Online. The confrontation between good and evil occupies a central place in the challenges facing our human nature, and this creative investigation into the spread of evil by means of all-powerful new technologies raises fundamental questions about our morality and values. Cocking and Van den Hoven's account of the moral fog of evil forces us to face both the demons (...) within each of us as well as the demons all around us. In the end, we are all enriched by their perceptive analyses." —Phil Zimbardo, Professor Emeritus of Psychology, Stanford University Principal Investigator, Stanford Prison Experiment "The internet offers new and deeply concerning opportunities for immorality, much of it shocking and extreme. This volume explains with great insight and clarity the corrupting nature of the internet and the moral confusion it has produced. It will play a vital role in the growing debate about how to balance the benefits of the internet against the risks it poses to all of us. Evil Online is an excellent book." —Roger Crisp, Professor of Moral Philosophy, University of Oxford We now live in an era defined by the ubiquity of the internet. From our everyday engagement with social media to trolls on forums and the emergence of the dark web, the internet is a space characterized by unreality, isolation, anonymity, objectification, and rampant self-obsession—the perfect breeding ground for new, unprecedented manifestations of evil. Evil Online is the first comprehensive analysis of evil and moral character in relation to our increasingly online lives. Chapters consider traditional ideas around the phenomenon of evil in moral philosophy and explore how the dawn of the internet has presented unprecedented challenges to older theoretical approaches. Cocking and Van den Hoven propose that a growing sense of moral confusion—moral fog—pushes otherwise ordinary, normal people toward evildoing, and that values basic to moral life such as autonomy, intimacy, trust, and privacy are put at risk by online platforms and new technologies. This new theory of evildoing offers fresh insight into the moral character of the individual, and opens the way for a burgeoning new area of social thought. A comprehensive analysis of an emerging and disturbing social phenomenon, Evil Online examines the morally troubling aspects of the internet in our society. Written not only for academics in the fields of philosophy, psychology, information science, and social science, Evil Online is accessible and compelling reading for anyone interested in understanding the emergence of evil in our digitally-dominated world. (shrink)