A interpretação de Cassirer da dívida intelectual de Kant para com Rousseau é conhecida e estabeleceu um marco real na crítica especializada de ambos os filósofos. No entanto, o exame desta dívida no interior do projeto cassireriano de constituição de uma Antropologia filosófica não foi ainda realizado, devido à rejeição de Cassirer das notáveis antropologias de Kant e Rousseau, que resultou na omissão deste tópico em An Essay on Man. Os manuscritos de Cassirer que testemunham a preparação dessa obra nos (...) ajudam a formar uma outra imagem, que posiciona Rousseau e Kant no centro do álbum de família da Antropologia filosófica. A compreensão da negligência de Cassirer a respeito dos projetos antropológicos de Kant e de Rousseau, bem como das causas possíveis da ausência deles na foto oficial constituem o objetivo do presente artigo. (shrink)

O presente artigo examina a natureza da investigação antropológica que Kant executou nos seus cursos sobre geografia física. Se, por um lado, a sua relação com a física empírica é assegurada, por outro, a incorporação de ambos os objetos do sentido interno, alma e ser humano, na abordagem cosmológica da investigação empírica da natureza humana gera questionamentos sobre a articulação disciplinar e metodológica pressupostas no Conhecimento do Mundo. Será mostrado que a investigação antropológica de Kant desde o início procurou assegurar (...) uma combinação sistemática entre diferentes procedimentos científicos que visam o conhecimento da natureza humana e que este é justamente o caso do emprego geográfico do conceito ontológico de alma no esclarecimento da diversidade de temperamentos e de gostos da espécie humana. (shrink)

A fibromialgia é uma síndrome crônica, não inflamatória caracterizada por dores musculoesqueléticas difusas e pela presença de pontos dolorosos em determinadas regiões do corpo "Tender Points". Seu diagnóstico é clínico, não havendo alterações laboratoriais específicas. O enfoque deste trabalho é co..

In this paper, we connected Zeno’s paradoxes and motions with the viscous friction force \. For the progressive version of the dichotomy paradox, if the body speed is constant, the sequences of positions and instants are infinite, but the series of distances and time variations converge to finite values. However, when the body moves with force \, the series of time variations becomes infinite. In this case, the body crosses infinite points, approximating to a final position forever, as the progressive (...) version of the dichotomy paradox describes. The same procedures with constant speed and motion with force \ result in different spatial sequences and the same series for the regressive version of the dichotomy paradox. Nonetheless, the regressive version of the dichotomy paradox does not describe a body that approximates a final position forever. Finally, for the Achilles paradox, we find the positional and temporal sequences of the man and the tortoise at constant speeds. Analogously to the progressive version of the dichotomy paradox, the positional and temporal sequences are infinite, but the spatial and temporal series converge to finite values. If Achilles and the tortoise are identical points that move with force \, and the turtle’s position in function of time presents a temporal advantage, the man and the animal will cross successive infinite places forever, and the quick hero will never overtake the slow reptile, as the paradox described. We conclude that the progressive version of the dichotomy and Achilles paradoxes can describe motions when the force is \. (shrink)

In this essay, we discuss the relationship between education, human education and ethics in the context of orthodox neoliberalism, as well as some challenges presented to educational policy in Brazil. It is characterized as an exploratory study of a theoretical nature and is part of a set of three research projects at the doctoral level, carried out at a university in southern Brazil from 2017 to 2020. By contextualizing the current moment of neoliberalism in the country and presenting some foundations (...) of a human and ethical formation, we point to the current challenges present for the consolidation of an educational policy whose horizon is full human formation. The studies show that educational policy from the perspective of human formation today needs to guarantee conditions that articulate, within the school, access to scientific knowledge, creativity and self-organization of the subjects of the pedagogical process in its entirety. Keywords: Education. Human formation. Ethics. Neoliberalism. Education policy. (shrink)

RESUMEN Se aplicó una intervención socio sanitaria en el asentamiento rural El León de Camagüey basada en los resultados de un estudio anterior, desde la comunicación social, educativa, así como aspectos socioculturales evaluados que permitieron la realización de este estudio. Su objetivo fue implementar una estrategia de intervención basada en acciones sociales y educativas colectadas en un manual que organizó contenidos de antropología socio cultural, psicología, sociología de la salud y trabajo social comunitario, la que fue conducida por profesionales de (...) enfermería como prestadores, cuyo encargo social les asigna una mayor permanencia e intercambio con los pobladores, potenciándose el trabajo comunitario a partir de febrero de 2016,como etapa de sostenibilidad. La investigación constituyó un diseño mixto, con un estudio cuasi experimental sin grupo control combinado con métodos cualitativos. La evaluación final efectuada en el periodo 2017-2018 exhibió modificaciones positivas en indicadores de las historias clínicas familiares de los pobladores, repercutiendo en el Análisis de la Situación de Salud, realizado en abril de 2018 y el entorno comunitario. Se demostró la importancia de la aplicación de la estrategia de intervención comunitaria desde las disciplinas de las ciencias sociales, por el personal de enfermería como agente de cambio de desarrollo local y protagonista de sostenibilidad. ABSTRACT A social sanitary intervention was applied in the rural establishment El León of Camagüey, based on social and educational actions collected in a manual that organized social cultural anthropology contents, psychology, sociology of the health and community social work, which was led by infirmary professionals like lenders, whose social order assigns a major permanence and exchange of them with the settlers. The investigation constituted a mixed design, with a study quasi experimentally without control group combined with qualitative methods. The final evaluation carried out in the period 2017-2018 exhibited positive modifications in indicators of the familiar clinical history of the settlers, what reverberated in the Analysis of the Situation of Health, carried in April, 2018 and the community environment. It was demonstrated the importance of the application of the strategy of community intervention from the disciplines of the social sciences, by the infirmary personnel as change agent of local development and protagonist of sustainability. (shrink)

Robustness is a significant constraint in machine learning models. The performance of the algorithms must not deteriorate when training and testing with slightly different data. Deep neural network models achieve awe-inspiring results in a wide range of applications of computer vision. Still, in the presence of noise or region occlusion, some models exhibit inaccurate performance even with data handled in training. Besides, some experiments suggest deep learning models sometimes use incorrect parts of the input information to perform inference. Active image (...) augmentation is an augmentation method that uses interpretability methods to augment the training data and improve its robustness to face the described problems. Although ADA presented interesting results, its original version only used the vanilla backpropagation interpretability to train the U-Net model. In this work, we propose an extensive experimental analysis of the interpretability method’s impact on ADA. We use five interpretability methods: vanilla backpropagation, guided backpropagation, gradient-weighted class activation mapping, guided GradCam and InputXGradient. The results show that all methods achieve similar performance at the ending of training, but when combining ADA with GradCam, the U-Net model presented an impressive fast convergence. (shrink)

Subject of constant reflections in other works and published studies, the theme of memory and its relations between past and present always provokes renewed perspectives regarding the readings of the ancient texts in our academic discussions. Analyzing the present time of a community behind an ancient document is likewise always challenging. However, in the present document (Mark’s Gospel), when analyzed in the light of heuristic concepts - such as memory, for example - there are very effective indications in proposing new (...) perceptions about the constant interaction between past memories and memory constructions in present times (of the ancient document that has been analysed). New horizons open up in the field of study of the texts that make up the New Testament when dialogues with psychology and research on memory. In this sense, this work applies the postulate of D.L. Schacter on the adaptations that are made in the memories of the past so that they meet the needs of the present to the gospel of Mark. It follows that the author of the said gospel rewrote the traditions received so that they answered questions that were made to them in the present. (shrink)

Background: This study developed a photo and video database of 4-to-6-year-olds expressing the seven induced and posed universal emotions and a neutral expression. Children participated in photo and video sessions designed to elicit the emotions, and the resulting images were further assessed by independent judges in two rounds. Methods: In the first round, two independent judges, experts in the Facial Action Coding System, firstly analysed 3,668 emotions facial expressions stimuli from 132 children. Both judges reached 100% agreement regarding 1,985 stimuli, (...) which were then selected for a second round of analysis between judges 3 and 4. Results: The result was 1,985 stimuli were produced from 124 participants. A Kappa index of 0.70 and an accuracy of 73% between experts were observed. Lower accuracy was found for emotional expression by 4-year-olds than 6-year-olds. Happiness, disgust and contempt had the highest agreement. After a sub-analysis evaluation of all four judges, 100% agreement was reached for 1,381 stimuli which compound the ChildEFES database with 124 participants and 51% induced photographs. The number of stimuli of each emotion were: 87 for neutrality, 363 for happiness, 170 for disgust, 104 for surprise, 152 for fear, 144 for sadness, 157 for anger 157, and 183 for contempt. Conclusions: The findings show that this photo and video database can facilitate research on the mechanisms involved in early childhood recognition of facial emotions in children, contributing to the understanding of facial emotion recognition deficits which characterise several neurodevelopmental and psychiatric disorders. (shrink)

IntroductionTranscranial magnetic stimulation is a consolidated procedure for the treatment of depression, with several meta-analyses demonstrating its efficacy. Theta-burst stimulation is a modification of TMS with similar efficacy and shorter session duration. The geriatric population has many comorbidities and a high prevalence of depression, but few clinical trials are conducted specifically for this age group. TBS could be an option in this population, offering the advantages of few side effects and no pharmacological interactions. Therefore, our aim is to investigate the (...) efficacy of TBS in geriatric depression.Clinical trial registration[https://clinicaltrials.gov/ct2/], identifier [NCT04842929]. (shrink)

La concepción del amor como movimiento hacia valores superiores se inspira en la descripción del fenómeno amoroso por antonomasia: el amor a seres personales. Pese a sus indudables méritos, el tratamiento de esta forma de amor ofrecido por Scheler adolece del defecto de no aclarar suficientemente cómo está dada en el amor la individualidad del amado. También es objetable que, al distinguir las formas principales del amor, Scheler interprete el amor espiritual como amor a los valores de lo santo; y (...) más aún que termine considerando el amor amicitiae como un caso de amor anímico. (shrink)

Para explicar el crecimiento en el querer libre se parte de la libertad como actividad constitutiva en el acto de ser personal y a través del yo quiero se la extiende a los actos de la voluntad. Estos actos se prolongan en forma curva desde simplex volitio hasta el ordo amoris. El crecimiento curvo se transmite al querer-hacer en sus distintas dimensiones, tales como la acción técnica, la cultura integrada en la praxis y el quehacer histórico.

EUVÉ, François. Science, foi, sagesse . Faut-il parler de convergence? João Batista Libanio MUTSCHLER, Hans-Dieter. Physik und religion . Perspektiven und Grenzen eines Dialogs. João Batista Libanio RIEGER, Joerg. Remember the poor . The callenge to theology in the twenty-first century. João Batista Libanio RIBEIRO, Fernando. Os Incas . As plantas do poder e um tribunal espanhol. João Batista Libanio SOUZA, Alberto de Mello e (Org.). Dimensões da avaliação educacional . Suzana dos Santos Gomes BOFF, Leonardo. Virtudes para (...) um outro mundo possível . v. I: Hospitalidade: direito e dever de todos. BOFF, Leonardo. Virtudes para um outro mundo possível . v. II: Convivência, respeito & tolerância . Paulo Agostinho Nogueira Baptista LIBANIO, João Batista. Qual o futuro do Cristianismo? Paulo Agostinho Nogueira Baptista. (shrink)

La concepción del amor como movimiento hacia valores superiores se inspira en la descripción del fenómeno amoroso por antonomasia: el amor a seres personales. Pese a sus indudables méritos, el tratamiento de esta forma de amor ofrecido por Scheler adolece del defecto de no aclarar suficientemente cómo está dada en el amor la individualidad del amado. También es objetable que, al distinguir las formas principales del amor, Scheler interprete el amor espiritual como amor a los valores de lo santo; y (...) más aún que termine considerando el amor amicitiae como un caso de amor anímico. (shrink)

Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...) KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

Se glosa el método poliano del abandono del limite mental como un 'trascendimiento' de la presencia - la cual detiene el inteligir objetivante y como actualidad lo separa de la actuosidad y dinamismo reales-. Se excluye así la extrapolación de la actualidad presencial como forma del ente sustancial tanto como su reducción a determinación efectiva a manera de modalidad del juicio asertivo. De donde se interpreta la distinción real de la esencia potencial con respecto al acto de ser creado que (...) la trasciende - sin separación- como el inherente distinguirse de posibilidades temporalmente desplegado por este acto, y se averigua la real distinción entre la primalidad radical que compete al acto de ser principal - extramental- y al intrínsecamente dual- personal humano-. (shrink)

Graphical displays of simple moving geometrical figures have been repeatedly used to study the attribution of animacy in human observers. Yet little is known about the relevant movement characteristics responsible for this experience. The present study introduces a novel parametric research paradigm, which allows for the experimental control of specific motion parameters and a predictable influence on the attribution of animacy. Two experiments were conducted using 3D computer animations of one or two objects systematically introducing variations in the following aspects (...) of motion: directionality, discontinuity and responsiveness. Both experiments further varied temporal kinematics. Results showed that animacy experience increased with the time a moving object paused in the vicinity of a second object and with increasing complexity of interaction between the objects . The experience of animacy could be successfully modulated in a parametric fashion by the systematic variation of comparably simple differential movement characteristics. (shrink)

Algumas soluções medievais para o sofisma ´omnis homo de necessitate est animal´ postulam um tipo especial de ser, o ser da essência (esse essentiae), que explica como uma predicação necessária pode ser verdadeira sobre seres cuja existência é contingente. O ser da essência, distinto do ser efetivo (esse actuale), admite apenas propriedades necessárias. Deste traço se seguem duas diferenças em relação a teorias meinonguianas acerca do não ser. Inicialmente, segundo Meinong, o tipo de propriedade de um objeto é independente de (...) ele existir – o chamado ´Princípio da Independência´. Além disto, o ser da essência não é parte da explicação da intencionalidade. Teorias medievais que julgam dever explicar a intencionalidade pela postulação de um tipo especial de ser não o fazem pela postulação do esse essentiae. Objetos meinoinguianos, por seu vez, servem para explicar tanto a intencionalidade quanto a distribuição intuitiva de valores de verdade para sentenças sobre inexistentes. (shrink)

Statistics are key elements of contemporary life. They figure prominently in the media, in political discourse, and in daily conversations. They also weigh heavily within the economic and political spheres of modern societies. Yet, the study of statistics in the public sphere has been neglected by social scientists in favor of a focus on their production and history. This article remedies this lacuna by focusing on the public life of statistics. Through a case study of a financial indicator—country risk—that exhibited (...) a rich public life in Argentina in 2001, it argues that statistics are not simply transparent fragments of information, but rich symbols and collective representations able to condense multiple meanings and generate deep emotional reactions. Using in-depth interviews, newspaper covers, headlines, and leads, cartoons and archival materials, this article shows that country risk became a powerful collective representation and introduces a new concept, the fact-totem, to make visible the cultural life of statistics. A fact-totem is a statistic with high media presence that captures the imagination of diverse publics and becomes articulated with basic identity narratives of a collectivity. This article begins to elaborate dramatic dimensions of statistics in public. (shrink)

For John Buridan, truth-bearers are assertions. This fact explains why the inference ‘p is true, therefore p’ may fail. On the one hand, the tense of the verb plus the time of utterance do not determine the time about which a sentence is intended to be true: the intention of the speaker is needed. On the other hand, since the meaning of vocal and written words is conventional, it may seem that they can be used with different meanings on each (...) side of the inference. While the antecedent may talk about a situation different from the present one, this doesn’t make it the actual situation of utterance, and the words have meanings only in the actual situation of use. Although such situations are different, in both of them we are asked to see the importance of identifying features of which the disquotational schema doesn’t keep track and that can only be specified in the context of use. (shrink)

François Stirn, professor de Filosofia, leciona em Saint-Omer, França. Autor de numerosas obras, entre elas a coleção Les grands penseurs contemporains e em colaboração com Hervé Lautrelle, Lexique de philosophie.

The emergence of collective intelligence has been studied in much greater detail in small groups than in larger ones. Nevertheless, in groups of several hundreds or thousands of members, it is well-known that the social environment exerts a considerable influence on individual behavior. A few recent papers have dealt with some aspects of large group situations, but have not provided an in-depth analysis of the role of interactions among the members of a group in the creation of ideas, as well (...) as the group’s overall performance. In this study, we report an experiment where a large set of individuals, i.e., 789 high-school students, cooperated online in real time to solve two different examinations on a specifically designed platform (Thinkhub). Our goal of this paper 6 to describe the specific mechanisms of idea creation we were able to observe and to measure the group’s performance as a whole. When we deal with communication networks featuring a large number of interacting entities, it seems natural to model the set as a complex system by resorting to the tools of statistical mechanics. Our experiment shows how an interaction in small groups that increase in size over several phases, leading to a final phase where the students are confronted with the most popular answers of the previous phases, is capable of producing high-quality answers to all examination questions, whereby the last phase plays a crucial role. Our experiment likewise shows that a group’s performance in such a task progresses in a linear manner in parallel with the size of the group. Finally, we show that the controlled interaction and dynamics foreseen in the system can reduce the spread of “fake news” within the group. (shrink)

Agostinho é um filósofo medieval ou um filósofo antigo? Alguns autores defendem que ele é um filósofo medieval porque desempenhou um papel central na absorção da filosofia grega num quadro teórico cristão. Sua importância na constituição do pensamento cristão é sem dúvida enorme, mas não fornece um bom argumento para uma tese sobre a periodização em história da filosofia. Agostinho é um filósofo antigo porque pertence ao mundo antigo, não ao mundo medieval, e esta fronteira histórica corresponde à queda do (...) Império Romano do Ocidente. Os fatos que parecem sustentar ambas as respostas são bem conhecidos, o que deve ser ajustado, portanto, é a pergunta: o que explica modificações amplas pelas quais a filosofia passou ao longo tempo? Os mecanismos envolvidos nessas modificações podem ser compreendidos uma vez que vemos a filosofia como parte da cultura, e parece claro haver uma ruptura muito importante entre os séculos V e XI. Mais interessante do que saber em que período classificar Agostinho é podermos colocar perguntas mais explicativas sobre essas mudanças: como tradições filosóficas nascem e morrem? Minha proposta é utilizar o modelo da epidemiologia da cultura, de Dan Sperber, para responder esta pergunta. Is Augustine a medieval or an ancient philosopher? Some authors advogate that he is a medieval philosopher because he played a crucial role in the absorption of Greek Philosophy into the Christian theorethical framework. While this is certainly true, it does not give us a proper way to understand the periodization of the history of philosophy. Augustine is an ancient philosopher because he belongs to the ancient world, and not to the medieval world, and the frontier is roughly established by the fall of Western Roman Empire. The facts that seem to ground both answers are well known, we should therefore have a better grasp of the question: what explains the large changes of philosophy along its history? These changes may be better understood once we see philosophy as part of the culture, and it seems clear that there are huge cultural differences between the 5th and the 11th centuries. More interesting than classifying Augustine as a medieval or as an ancient author, however, is asking better questions concerning the history of philosophy: how do philosophical traditions born and die? My proposal is to use Dan Sperber's model on the epidemiology of culture to answer this question. (shrink)

Por que construir uma proposição com coisas? As razões de Gualter Burleigh em 1301.

A idéia que existe um conteúdo comum à percepção e à mera aparência da percepção parece natural: ter uma ilusão não é outra coisa senão ter uma experiência que é subjetivamente indistingüível da percepção, e isto pode ser explicado pela identificação do conteúdo comum aos dois casos. Contra a postulação de um estado mental comum à percepção e à ilusão, alguns autores como P. Snowdon e J. McDowell propuseram uma teoria disjuntiva do conteúdo sensorial. Se um sujeito tem a impressão (...) de perceber algo, ou bem ele percebe de fato, ou é para ele como se ele percebesse. Se esta teoria evita um estado mental “disponível para a experiência nos casos em que há engano e naqueles em que não há engano” (McDowell), o recurso à concepção disjuntiva do conteúdo não é necessário para tanto. Apresento três argumentos contra a teoria disjuntiva da percepção. O primeiro argumento é que não é certo que a teoria disjuntiva possa ser útil na explicação da experiência perceptiva, tanto do ponto de vista da primeira pessoa, quanto do ponto de vista da terceira pessoa. Em seguida, ela não é uma teoria estável do conteúdo perceptivo. Ao considerarmos o desenrolar da experiência no tempo, o interesse de um conteúdo disjuntivo parece bem menos claro, os membros da disjunção vão rapidamente se distinguir. Finalmente, parece-me que a consideração de alguns aspectos da diferença entre a percepção efetiva e pelo menos alguns casos de ilusão perceptiva sugerem um outro caminho para explicar como a percepção nos põe em contato com o mundo. (shrink)

Complexe significabilia are the significate of whole sentences, irreducible to what is signified by categorematic sub-sentential components. It has been propounded firstly by Adam Wodeham. Wodeham construes his argument for the postulation of complexe significabilia as a middle way between William of Ockham and Walter Chatton. According to Wodeham, Ockham’s view implies a reflexive theory of mental acts, which goes against the phenomenology of the act of assent. Moreover, it leads to an anti-realist epistemology. We need therefore things outside the (...) mind to be object of the act of assent, which is also the conclusion reached by Chatton. However, against Chatton, Wodeham argues that things signified by the categorematic component of sentences cannot be the object of assent. In effect, sentences with different syncategorematic structures, but with the same categorematic components, would correspond to the same propositional attitude in Chatton’s framework, which is an unwelcome consequence. The result is that we need to postulate that the objects of assent are outside the mind, contra Ockham, that are not signified by sentential categorematic components, contra Chatton, but are irreducibly signified by the whole sentences. (shrink)

“Post-truth” is a misleading label: there is no new concept of truth, nor is there a change in what is true. However, there is something new, and bad, happening in our dealings with truth: the lack of trust in institutions dedicated to produce knowledge. In this chapter, I try to explain why this happens. I also address the effects of this lack of trust in the election of a far-right president in Brazil. The changes in our epistemic landscape result from (...) deep-rooted features in human culture, the conflict between epistemic values, as embodied in our cooperative efforts to produce knowledge, and coordination values, that make the identitary function of beliefs very salient. Moreover, in the unstructured information landscape of the Internet, it is very difficult to read cues for reliable sources. There is another structural factor that plays an important role, the increasing inequalities, creating an environment in which status and identitary anxieties also increase, making identitary claims very powerful. These anxieties are exploited by the far-right, against our moral and epistemic common ground. The equilibrium between the coordination game and the epistemic game is fragile. The victim is our epistemic common ground. (shrink)

Do humans start life with the capacity to detect and mentally represent the objects around them? Or is our object knowledge instead derived only as the result of prolonged experience with the external world? Are we simply able to perceive objects by watching their actions in the world, or do we have to act on objects ourselves in order to learn about their behavior? Finally, do we come to know all aspects of objects in the same way, or are some (...) aspects of our object understanding more epistemologically privileged than others? -/- "The Origins of Object Knowledge" presents the most up-to-date survey of the research into how the developing human mind understands the world of objects and their properties. It presents some of the best findings from leading research groups in the field of object representation approached from the perspective of developmental and comparative psychology. Topics covered in the book all address some aspect of what objects are from a psychological perspective; how humans and animals conceive what they are made of; what properties they possess; how we count them and how we categorize them; even how the difference between animate and inanimate objects leads to different expectations. The chapters also cover the variety of methodologies and techniques that must be used to study infants, young children, and non-human primates and the value of combining approaches to discovering what each group knows. -/- Bringing together leading researchers, communicating the most contemporary and exciting findings within the field of object representation, this volume will be an important work in the cognitive sciences, and of interest to those across the fields of developmental and comparative psychology. (shrink)

The aim is to examine the performative acts and gender constitution in the context of the Second British Invasion. Despite the pervasive character of patriarchy and the prevalence of sexual difference as an operative cultural distinction, gender was not passively scripted on the bodies of many British singers. The subversive performances did not exclude suffering and marginalization but simultaneously undermined compulsory coherence.

Maíra Dos Santos Matthes Da Costa Au cours des dernières décennies, l’approche walzérienne de la guerre juste fit l’objet de vives critiques de la part de l’école révisionniste, qui est devenue l’approche dominante dans le débat universitaire portant sur ce sujet. Sa révision de la philosophie walzérienne de la guerre englobe deux points fondamentaux, à savoir : 1) le refus de comprendre la guerre comme une situation exceptionnelle dans laquelle nos jugements moraux se distingueraient significativement de ceux que l’on (...) formule dans des contextes de paix ; 2) le refus du dualisme moral et de l’indépendance entre des ordres de jugements concernant le jus ad bellum et le jus in bello. Dans cet article, nous allons nous pencher sur ces deux points fondamentaux, pour en conclure qu’ils proposent une conception apolitique de la guerre. (shrink)

This review shows the various tools used to implemente the food quality system in food establishments. Presenting the various laws that subsidize this process, establishing criteria and instrumentes for a correct implementation of the quality system in order to offer adequate hygiene processes in the production of safe food, in addition to favoring the maintenance of companies in the consumer market. The implementation of food safety management systems such as Good Manufacturing Practices (GMP), Standard Operating Procedures (SOP) e Hazard Analysis (...) and Critical Control Points (HACCP), in order to guarantee the safety of the food served and portray the organization of the company. It is essential to implement these systems ensuring the quality of the servisse (planning, control and improvement). In order to achieve healthy criteria related to foodstuffs, it is necessary to implement quality programs as prerequisites of the Hazard Analysis System and Critical Control Points in food services. Regulating and inspecting are just a few points that guarantee food security, since food that does not pose a health hazard to consumers is considered safe. (shrink)

This paper seeks to explore the processes involved in becoming a teacher in this particular historical moment of global pandemic in Brazil. What are the challenges, limitations, possibilities and opportunities that the pandemic presents to the process of teaching work and teacher formation? A review of the literature that included contributions from Caponi, Kohan, Larrosa, Neuscharank, Vaz, Arroyo and Abramowicz suggests a dialogue between pedagogic theory, philosophy of education and the contemporary experience of political and social events in the pandemic (...) period The discussions reviewed explore the profound extent to which Covid-19 has affected our way of living, working and relating to others, and the psychological effects of social isolation. The situation demands from the Brazilian teacher an attitude of openness to change, specifically in the use of new technologies, and the extent to which they are or are not able to replace face-to-face interactions. The situation also challenges us to reconstruct, beyond the logic of neoliberalism, our notions of the type of school we have and type of school we want, the type of teachers we are and the type of teacher we want to be. We conclude that this process of thinking school again depends, if it is to escape neoliberal logic, on the capacity of understanding the vocation of the teacher to be one of “becoming-child” in the sense of experiencing an openness to and a desire for the new. As such, the “becoming-teacher” is one who allows herself to be addressed by another logic, another more sensitive and more aesthetic temporality, and who finds, in encounter with others, with art, with childhood, with becoming itself, the capacity to think, to resist, to fight for the realization of that logic. (shrink)