Violence -- Poliltical philosophy -- Critical theory -- Science and arts in international relations -- Psyche -- Aesthetics -- Tolstoi's War and peace.

Resumen: Este artículo se propone configurar la trama saber-tropo como estrategia para desvelar ataduras coloniales que aún persisten en las vidas cotidianas de sujetos situados y encarnados, cuyas existencias se desarrollan en condiciones de precariedad material, exclusión, explotación y no reconocimiento. Con un marcado carácter epistémico-metodológico, y tomando como base los postulados de la tropología, se discute sobre la noción de tropo y saber, además de señalar las posibles relaciones que entre ellos se pueden dar, para finalmente, en términos demostrativos, (...) plantear un procedimiento orientado a identificar y analizar los tropos que permiten ir desvelando lastres coloniales en las narraciones cotidianas. La relevancia de esta propuesta se asienta en la necesidad de ir avanzado en construir herramientas metodológicas que permitan comprender los principios que configuran el pensamiento decolonial. Desde allí, se propone al tropo como expresión y discusión figurativa del saber, debido a que este puede ser utilizado persuasivamente para afectar la forma en que se habita el mundo, al tiempo que permite comprender el accionar social y, consecuentemente, las matrices coloniales con las que debemos romper.: This article proposes to configure knowledge-trope plot as a strategy to uncover colonial ties that persist in the daily lives of situated and incarnated subjects, whose existences develop in conditions of material precariousness, exclusion, exploitation and non-recognition. With a marked epistemic-methodological character, and based on the postulates of the tropology, the notion of trope and knowledge is discussed, as well as pointing out the possible relationships that can occur between them, and finally, in demonstrative terms, to propose a procedure aimed at identifying and analysing the tropes that allow us to reveal colonial ballasts in everyday narratives. The relevance of this proposal is based on the need to construct methodological tools that allow us to understand the principles of decolonial thinking. From there, the trope is proposed as an expression and figurative discussion of knowledge, because it can be used persuasively to affect the way in which the world is inhabited, while at the same time it allows us to understand social action and, consequently, colonial matrices with which we must break. (shrink)

Resumen: Este artículo se propone configurar la trama saber-tropo como estrategia para desvelar ataduras coloniales que aún persisten en las vidas cotidianas de sujetos situados y encarnados, cuyas existencias se desarrollan en condiciones de precariedad material, exclusión, explotación y no reconocimiento. Con un marcado carácter epistémico-metodológico, y tomando como base los postulados de la tropología, se discute sobre la noción de tropo y saber, además de señalar las posibles relaciones que entre ellos se pueden dar, para finalmente, en términos demostrativos, (...) plantear un procedimiento orientado a identificar y analizar los tropos que permiten ir desvelando lastres coloniales en las narraciones cotidianas. La relevancia de esta propuesta se asienta en la necesidad de ir avanzado en construir herramientas metodológicas que permitan comprender los principios que configuran el pensamiento decolonial. Desde allí, se propone al tropo como expresión y discusión figurativa del saber, debido a que este puede ser utilizado persuasivamente para afectar la forma en que se habita el mundo, al tiempo que permite comprender el accionar social y, consecuentemente, las matrices coloniales con las que debemos romper.: This article proposes to configure knowledge-trope plot as a strategy to uncover colonial ties that persist in the daily lives of situated and incarnated subjects, whose existences develop in conditions of material precariousness, exclusion, exploitation and non-recognition. With a marked epistemic-methodological character, and based on the postulates of the tropology, the notion of trope and knowledge is discussed, as well as pointing out the possible relationships that can occur between them, and finally, in demonstrative terms, to propose a procedure aimed at identifying and analysing the tropes that allow us to reveal colonial ballasts in everyday narratives. The relevance of this proposal is based on the need to construct methodological tools that allow us to understand the principles of decolonial thinking. From there, the trope is proposed as an expression and figurative discussion of knowledge, because it can be used persuasively to affect the way in which the world is inhabited, while at the same time it allows us to understand social action and, consequently, colonial matrices with which we must break. (shrink)

This article discusses how the persistence of child labor, especially in Brazil and the United States of America, constitutes a current facet of neo-colonialism. Cultivated as an educational and dignifying activity, exploited child labor persists and is naturalized. Schools, religions, and the legislation contribute to making the working class come to love and naturalize what in the past was understood as torture and punishment, thus jointly acting as a fundamental means of forming a new cultural form: the love of work. (...) Initially, the article discusses how the culture of work is historically founded and then argues against the idealist and postmodern explanations that naturalize it. The argument is based on the understanding that culture has a material basis and is linked to the production and social reproduction of life. Data from the empirical research on child labor in tobacco farming in Brazil and the USA reveal the persistence of the problem among Latino children and families. We conclude with the need to found a new culture for contemporary society, based on other social and economic relations, which allows the working class to free itself from what dominates and exploits it. (shrink)

Berichte zur Wissenschaftsgeschichte, Volume 45, Issue 3, Page 462-467, September 2022.

En este artículo sostengo que Gabriel Marcel desarrolla una metafísica de la existencia humana a partir de una fenomenología. Para mostrar esta hipótesis, parto del diagnóstico que hace el autor de la situación del hombre contemporáneo. Marcel afirma que el ser humano ha sido reducido a un mero haz de funciones no dando espacio para el misterio. A partir de ese diagnóstico, desarrollo el concepto de exigencia ontológica el cual nos permite, sostengo, pasar de una fenomenología a una metafísica, desde (...) el momento en que Marcel plantea que la exigencia ontológica no es solo una necesidad subjetiva de sentido, sino el correlato del misterio ontológico en el cual nos encontramos insertos. La filosofía del misterio del Marcel, eje central de su metafísica de la existencia humana, es explicada y explicitada en la segunda parte de este trabajo, a partir del dato de la encarnación y del problema de la participación. In this article, I hold that Gabriel Marcel proposes a kind of metaphysics of human existence that arises from a phenomenology. In order to show this hypothesis, I start from the description that the author does of the situation of contemporary man. Marcel affirms that human being has been reduced to a mere assembly of functions, without leaving any room to mystery. Starting from this account, I develop the concept of ontological need, concept that allows us to go from phenomenology to metaphysis, because the concept of ontological need, according to Marcel, is not only the expression of a subjective need of finding sense, but the expression of the ontological mystery in which we find ourselves. The philosophy of mystery of Marcel, backbone of his metaphysics of the human existence, is explained in the second part of this article, by giving an account of the basic fact of being an incarnated being and by discussing the problem of participation. (shrink)

This paper studies two aspects of John Duns Scotus’s Prologue to his Questions on the Metaphysics of Aristotle. The a priori argument to prove the nobility and dignity of metaphysics and the treatment of the question about the scientific object of metaphysics and its articulation with the other realities treated in this science. The paper also shows how Scotus’s prologue follows an interpretative tradition whose principal interlocutors are Thomas Aquinas and Avicenna.

Scholars have identified crimmigration – or the criminalization of “irregular” migration in law – as a key issue affecting migrant access to justice in contemporary immigrant-receiving societies. Yet the gendered and racialized implications of crimmigration for diverse migrant populations remains underdeveloped in this literature. This study advances a feminist intersectional approach to crimmigration and migrant justice in Canada. I add to recent research showing how punitive immigration controls disproportionately affect racialized men from the global south, constituting what Golash-Boza and Hondagneu-Sotelo (...) have called a “gendered racial removal program”. In my study, I shift analytical attention to consider the effects of the contemporary crimmigration system on migrant women survivors of gender-based violence. While such cases constitute a small sub-group within a larger population of migrants in detention, nevertheless scholarly attention to this group can expose the multiple axes along which state power is enacted – an analytical strategy that foundational scholars like Crenshaw used to theorize “structural intersectionality” in the US. In focusing on crimmigration in the Canadian context, I draw attention to the growing nexus between migration, security, and gender-based violence that has emerged alongside other processes of crimmigration. I then provide a case analysis of the 2013 death while in custody of Lucía Dominga Vega Jiménez, an “undocumented” migrant woman from Mexico. My analysis illustrates how migrant women’s strategies to survive gender-based violence are re-cast as grounds for their detention and removal, constituting what I argue is a criminalization of survivorship.The research overall demonstrates the centrality of gendered and racialized structural violence in crimmigration processes by challenging more universalist approaches to migrant justice. (shrink)

As possibilidades de diálogo pedagógico entre os campos da Educação Ambiental e Formação Humana nos cursos de Educação Física é objeto deste estudo. Buscando revisar e evidenciar os princípios e objetivos construídos historicamente da Educação Ambiental e a atual realidade da formação de professores, identificando os limites e possibilidades para a construção de uma proposta crítica pedagógica que altera a lógica na Formação de Professores em Educação Física a partir do tripé ensino, pesquisa e extensão e a Educação Ambiental.The possibilities (...) pedagogical of the dialogue between the fields of Human Environmental Education and Training courses in Physical Education is an object of this study. The objective is review and clear the principles and objectives of environmental education, identifying the limits and possibilities for building critical pedagogical proposal amending the logic in the courses of the physical education from the triad education, research and outreach and environmental education. (shrink)

In this essay, I propose a comprehension of the meaning of politics based on Martin Heidegger’s thinking. I will develop the idea of the political as essential displacement of humanity. This notion will be achieved precisely by understanding the Heideggerian interpretation of Polis [πόλις] as the historical place i.e. the “site of history” [Geschichtesstätte]. In order to establish my argument, I will focus not only on explicit references to the concept of Polis in his literature, but also on a brief (...) analysis of two key concepts presented in his work in the late 1930s: machination [Machenschaft] and lived-experience [Er-lebnis]. It is through these concepts, but also how, through them, a technicity and history are related, that I will delineate a context for the meaning of politics as essential displacement of humanity, which will thereby conform to the basic character of the techno-political being. Nevertheless, a reflection upon the meaning of politics leading to the characterisation of the human as a techno-political being will show itself as the question about the place of the philosopher, a way to put philosophy itself in question. (shrink)

Carla CANULLO Paco Editorial, Trad. Íris Fátima da Silva Uribe e Luis Uribe Miranda 2021 404 páginas. Jundiaí São, Brasil ISBN: 978-85-462-1999-5.

Resenha do livro de Bauchwitz, Oscar Federico. A caminho do silêncio: a filosofia de Escoto Eriúgena . Rio de Janeiro: Relume Dumará, 2003. 130 páginas. [Coleçáo Metafísica, n. 1].

A common account sees the human genome sequencing project of the 1990s as a “natural outgrowth” of the deciphering of the double helical structure of DNA in the 1950s. The essay aims to complicate this neat narrative by putting the spotlight on the field of human chromosome research that flourished at the same time as molecular biology. It suggests that we need to consider both endeavors – the human cytogeneticists who collected samples and looked down the microscope and the molecular (...) biologists who probed the molecular mechanisms of gene function – to understand the rise of the human genome sequencing project and the current genomic practices. In particular, it proposes that what has often been described as the “molecularization” of cytogenetics could equally well be viewed as the turn of molecular biologists to human and medical genetics – a field long occupied by cytogeneticists. These considerations also have implications for the archives that are constructed for future historians and policy makers. (shrink)

El artículo propone una interpretación de la obra literaria "Las Crónicas de Narnia" del autor ingles C. S Lewis. Tal interpretación posibilita considerar la alegoría religiosa que esta obra literaria realiza sobre la experiencia de la divinidad a través de la figura del León.

Resumo: A Lei 10.639/03 depositou diante do universo docente o desafio de propalar o Ensino de História e Cultura Afro-brasileira e Africana, numa perspectiva contrária a visão eurocêntrica predominante até então. Cabia às Secretarias de Educação subsidiar as escolas, o que exigia formação de equipes aptas ao processo, bem como compreensão da lei e mudanças nas concepções de currículo e práxis dos/as educadores/as. O presente artigo vem apresentar justamente a caminhada da Secretaria Municipal de Educação no Município de Manaus/SEMED/MANAUS quanto (...) a inserção dos temas nas documentações. Apresenta a construção de uma Proposta Pedagógica Curricular/PPC, alinhada a lei. Contudo, traz a reflexão de que a mudança realizada na PPC é um avanço, mas não é garantia de disseminação de atitudes e conhecimentos necessários para a formação integral antirracista dos estudantes. A SEMED/MANAUS, reconhece que é necessário a mudança de postura dos educadores, por isso desde a implantação da referida PPC, realiza oficinas, formações e demais ações pertinentes a temática. Dessa forma conjectura-se que o trabalho dos/as professores tem caminhado na perspectiva da formação integral antirracista dos estudantes. Palavras chaves: Lei 10.639/03. Escola. Currículo. Educação integral antirracista. (shrink)

This qualitative case study examines early career social studies educators’ knowledge of the role of emotion in teaching and learning. More specifically, we examine how our efforts to expand social studies educators’ understanding of emotion, shifted their perception of the role of emotion in learning social studies content and how they can use this knowledge to plan instruction. Prior to beginning their “emotion education,” all participants described the role of emotion in teaching and learning as important for relationship-building and as (...) something to be carefully managed. They focused their efforts in the classroom on creating a welcoming environment for their students and managing their students’ emotions. Though they described their classrooms as emotional spaces, none had explicitly considered the role of emotion in learning content.As they learned about the role of emotion in cognitive processes like memory and problem-solving, participants began to recognize the need to rethink their pedagogical choices. However, none of the participants embraced or accepted an expanded view of emotions as social and political forces. Reluctant to consider how emotions shape our identities, our communities and our politics, these social studies educators did not meaningfully engage in a critical examination of how social studies curriculum can contribute to “schooling” students’ emotions. Findings from this initial study suggest it is important to engage social studies educators in critical awareness of their own emotions and critical examination of what emotions “do” in the world and how the social studies content we teach can contribute to the “schooling” of our students’ emotions. (shrink)

Este trabajo analiza cómo la interpretación de incertidumbre afecta las propuestas de diseño institucional. Para ello, revisamos los contratos sociales en las obras de Hobbes, Locke y Rousseau a la luz del neoinstitucionalismo de la elección racional. Nuestro argumento es que los contratos sociales propuestos por cada uno de estos autores tienen como objetivo superar problemas de incertidumbre. Sin embargo, cada uno de ellos, dadas sus circunstancias históricas, los concibió de manera distinta. Esto último tiene consecuencias sobre cómo las instituciones (...) distribuyen el poder político. (shrink)

This paper presents the relationship between pedagogical content knowledge and political/ideological clarity as a framework for understanding the nuanced interpretations and applications of critical social studies pedagogy and practice. Using a qualitative case study research design, this study explores the decision-making process of two novice social studies teachers as they decide if and how to utilize critical historical inquiry within their classrooms. Findings indicate that teachers’ use of critical historical inquiry is informed by their subject area consciousness and political and (...) ideological clarity which is cultivated through personal, schooling, and communal experiences. However, we also find that a teacher's pedagogy is significantly strengthened when political and ideological clarity are coupled with pedagogical content knowledge to ensure a more developed enactment of critical historical inquiry is reached within the social studies classroom. (shrink)