Estamos reunidos, futuros professores de 1º e 2º graus, em um espaço institucional: a escola, que pretendemos discutir, e em cujo interior interessa-nos particularmente a questão do ensino da Geografia. Quem institucionalizou a escola? Por quê? As mesmas perguntas (e outras) devem se voltar à nossa questão central. Ao mesmo tempo, a escola é aquela instituição social em que parte da população (nem todos têm acesso a ela), em um dado período, assinala, de uma maneira específica, a sua participação na (...) sociedade mais ampla. Ora, participamos da vida social no sentido lato através do trabalho. Nesse sentido, ainda que soe como paradoxo, a escola é também um espaço de trabalho. Certamente, não é o espaço da fábrica, mas exige disciplina (intelectual); nem o do folguedo, embora às vezes se transforme no “jogo de ensinar”. […] Será que estamos negando o conhecimento, que, sob a forma de conteúdos “didaticamente” selecionados e distribuídos, parece ter sustentado a escola durante muito tempo? […] Palavras-chave: Ideologia; Geografia; Escola; Instituição social; Espaço da fábrica; Ensino. (shrink)

Há meses a população mundial enfrenta a pandemia causada pelo COVID-19, uma situação ímpar e talvez a mais desafiadora que rememoramos. Para a maioria dos sujeitos, esta crise junta-se às demais emergências e reforça injustiças, violências, discriminações e sofrimento, uma vez que são considerados _invisíveis_ e sobrevivem em espaços desprovidos de higiene, saúde, educação e segurança e repletos de outras manifestações de _renúncia_ e _impossibilidade_. Considerando que a própria estrutura social é a responsável por chegarmos onde estamos, precisamos nos contrapor (...) à inconsciência de uma realidade que se mostra normativa e imutável, apreendendo-a em perspectivas críticas e transformadoras. Dessa forma, este texto parte da seguinte problematização: quais alternativas poderemos vislumbrar no pós-pandemia, visto que as desigualdades e as injustiças aumentam? Delineamos prognósticos do tempo presente a partir do diálogo entre Adorno e Horkheimer (2006) e Santos (2007), utilizando como categorias de análise: racionalidade instrumental, pensamento abissal, pensamento pós-abissal e educação emancipatória. A racionalidade tornou-se o cânon da sociedade esclarecida, fundamentando as estruturas e relações sociais em uma percepção universal, totalitária e homogênea, que despreza e invisibiliza as diferenças. Defendemos uma educação para a contestação, a inquietude e a resistência, que desvele e problematize as linhas abissais a fim de pensarmos e agirmos para além delas, vislumbrando alternativas, novas práticas e perspectivas solidárias e sustentáveis, pois quaisquer ideais de progresso e desenvolvimento serão ilusórios enquanto persistirem a invisibilidade “do outro lado da linha”. A reflexão da realidade, em suas estruturas históricas e sociais, se efetiva como possibilidade de novos caminhos para a compreensão dos obstáculos e potencialidades emancipatórias. (shrink)

O presente relato busca introduzir a discussão sobre o filosofar em sala de aula como uma importante possibilidade de fazer emergir do grupo um pensamento novo, construído a partir de uma reflexão aberta a esta novidade latente. Para isso, o professor deve estar ciente de que não é o único detentor do saber em uma sala de aula.

O presente texto relata a experiência docente em uma oficina de música com crianças do ensino fundamental numa escola pública de Araraquara-SP. O foco teórico dessa prática foi o Programa Filosofia para Crianças a qual promoveu todo o significado desse cotidiano escolar.

Neste artigo analisamos a arte na perspectiva de Jean-Paul Sartre. A partir de sua obra Que é a literatura? demonstramos como as artes se distinguem e porque o escritor pode ser mais engajado que os demais artistas. Para o filósofo francês é possível dizer de arte significante e arte não-significante. A poesia, a pintura e a escultura são não-significantes enquanto que a literatura, por lidar com signos, é significante. Existe uma escolha comum a todos os artistas, contudo, a opção pela (...) arte significante como forma de desvelar o mundo tem um sentido mais profundo que Sartre procurou esclarecer. Além disso, procuramos mostrar o que faz de uma obra de arte um objeto estético. (shrink)

Por meio da análise da consciência e da formação do imaginário, Jean-Paul Sartre faz um percurso que demonstra como acontece a formação da obra de arte, isto é, do objeto passível de apreciação estética. Explica que existem diferentes motivações que desencadeiam a atuação da consciência imaginária assim como há diferença entre as obras de arte. Além disso, por meio do movimento fenomenológico, explica como o para-si percebe-se como um nada e, dessa forma, tem a compreensão da própria realidade.

Parenting is a transforming experience for the life of parents that brings joy and satisfaction as well as challenges, frustration, and demands. The aim of this study was to determine the relationship between “parental stress and satisfaction” and work-home conflict, perceived social support, and global satisfaction with life, and to determine the moderating role of the parent's gender. A sample of 244 participants was studied: 49.6% (121) mothers and 50.4% (123) fathers with children between 2 and 12 years of age. (...) The data was analysed by means of multiple linear regression models and Beta regression for stress and parental satisfaction, respectively, and they were complemented with general and conditional dominance analyses to estimate the relevance of the predictors. Mothers presented higher levels of parental stress and satisfaction than fathers. Being female, having two children, and home-work conflict were predictors of a higher parental stress. Age was also a predictor, as younger parents and also those older than 37 years of age showed more parental stress. Having no partner and being male was associated to lower parental satisfaction. In conclusion, parental stress and satisfaction emerge as clearly differentiated dimensions of parenting experience. The gender gap in parental stress could be linked to the persistence of traditional roles regarding the care of the children, in agreement with the findings in other research. (shrink)

Cross‐situational word learning (XSWL) tasks present multiple words and candidate referents within a learning trial such that word–referent pairings can be inferred only across trials. Adults encode fine phonological detail when two words and candidate referents are presented in each learning trial (2 × 2 scenario; Escudero, Mulak, & Vlach, ). To test the relationship between XSWL task difficulty and phonological encoding, we examined XSWL of words differing by one vowel or consonant across degrees of within‐learning trial ambiguity (1 (...) × 1 to 4 × 4). Word identification was assessed alongside three distractors. Adults finely encoded words via XSWL: Learning occurred in all conditions, though accuracy decreased across the 1 × 1 to 3 × 3 conditions. Accuracy was highest for the 1 × 1 condition, suggesting fast‐mapping is a stronger learning strategy here. Accuracy was higher for consonant than vowel set targets, and having more distractors from the same set mitigated identification of vowel set targets only, suggesting possible stronger encoding of consonants than vowels. (shrink)

Derived from a rat model, the theory of Sagvolden et al. offers an all-explanatory model of attention-deficit/hyperactivity disorder (ADHD) anatomy, behaviour, and cognition as being caused predominantly by a hypo-dopaminergic mesolimbic (affecting the mesocortical and nigrostriatal) system, leading to abnormal reward and extinction processes. This model suffers from oversimplification and reductionism, reflecting the limitations of the use of animal models to explain higher mental disorders.

El presente texto vincula el concepto de responsabilidad descrito por Husserl en la Crisis al tercer sentido de evidencia, correspondiente, a su vez, al tercer momento de la delimitación de lo inmanente y lo trascendente. En la primera parte del trabajo se revisa el concepto de evidencia; en la segunda, el de intencionalidad; y, en la tercera, el de responsabilidad, para lo cual se esbozan aquellos de la libertad, la idea de la humanidad, la historia y la tarea de la (...) filosofía. (shrink)

Previous research on cross-situational word learning has demonstrated that learners are able to reduce ambiguity in mapping words to referents by tracking co-occurrence probabilities across learning events. In the current experiments, we examined whether learners are able to retain mappings over time. The results revealed that learners are able to retain mappings for up to 1 week later. However, there were interactions between the amount of retention and the different learning conditions. Interestingly, the strongest retention was associated with a learning (...) condition that engendered retrieval dynamics that initially challenged the learner but eventually led to more successful retrieval toward the end of learning. The ease/difficulty of retrieval is a critical process underlying cross-situational word learning and is a powerful example of how learning dynamics affect long-term learning outcomes. (shrink)

The imposition of telework due to the COVID-19 pandemic brought with it the need for individuals to readjust their work-non-work boundaries. In this crisis situation, individuals’ needs to manage these boundaries may have been influenced by contextual factors, such as family-supportive supervisor behaviors and macro-structural aspects, such as the country to which the teleworkers belong. This study tests the mediating effect of boundary control on the relationship between FSSB and satisfaction with life and examines the moderating effect of the country (...) in the relationship between FSSB and boundary control. With a sample of 108 Portuguese and 118 Pakistani individuals, the results were analyzed using Process tool. FSSB was found to be important for teleworkers to control their boundaries and for their satisfaction with life and this control was also seen to contribute to higher levels of life satisfaction. Differences between the two countries were observed: boundary control mediates the relationship between FSSB and satisfaction with life for Pakistani teleworkers and these workers are more dependent on FSSB to exercise boundary control than Portuguese teleworkers. This study highlights the importance of considering contextual factors when implementing telework. Practical implications are discussed. (shrink)

This work introduces a two-dimensional modal logic to represent agents' Concurrent Common Knowledge in distributed systems. Unlike Common Knowledge, Concurrent Common Knowledge is a kind of agreement reachable in asynchronous environments. The formalization of such type of knowledge is based on a model for asynchronous systems and on the definition of Concurrent Knowledge introduced before in paper [5]. As a proper semantics, we review our concept of closed sub-product of modal logics which is based on the product of modal logics. (...) The key idea is to reason about Concurrent Knowledge under a two-dimensional approach, regarding asynchronous runs and consistent global states as dimensions. We present an axiomatic system for the logic and issue the corresponding soundness and completeness proofs. (shrink)

Moral asepsis in education Abstract: The purpose of this article is to question the alleged dissociation between ethics and morals and its consequences for the education, from a hermeneutic perspective. Starting from the hypothesis that theorizations and educational and pedagogical ramifications have been disregarding the discussions on morals and their normative, prescriptive and even pragmatic demands, for the adoption of a posture of permanent suspension, relativization and criticism, at theoretical and practical levels. Such a perspective, in educational contexts, would lead (...) to the abandonment and refusal of reasonable and minimally stable values, which are essential to the justification of the very reason for educating. Consequently, these writings have three key purposes: to understand the causes of the controversial, although necessary, dissociation between ethics and morals; to question the relationship between human becoming, its educational capacity and the moral subject; and to demonstrate the correspondence between ethics, morals and education. Keywords: Ethics; Moral; Education; Human Condition. De la asepsia moral en la educación Resumen: El presente artículo problematiza, a la luz de una perspectiva hermenéutica, el supuesto de la disociabilidad entre la ética y la moral y sus consecuencias para la educación. Parte de la hipótesis que las teorizaciones y desdoblamientos educativos y pedagógicos han pasado a través de los debates sobre la moral y sus demandas normativas, prescriptivas y hasta pragmáticas, en el nombre de la adopción, tanto a nivel teórico como práctico, una postura de permanente suspensión, relativización y crítica. En contextos educativos, tal perspectiva conduciría al abandono y rechazo de valores razonables y mínimamente estables, indispensables para la justificación de la propria razón para educar. Ante esto, estos escritos se orientan según tres propósitos fundamentales: comprender las causas de la controvertida, aunque necesaria, disociación entre ética y moral; problematizar la relación entre el devenir humano, su educabilidad y la cuestión moral; y demostrar la copertenencia entre ética, moral y educación. Palabras clave: Ética; Moral; Educación; Condición humana. Da assepsia moral na educação Resumo: O presente artigo problematiza, à luz de uma perspectiva hermenêutica, o suposto da dissociabilidade entre ética e moral e suas consequências para a educação. Parte da hipótese de que as teorizações e os desdobramentos educacionais e pedagógicos têm preterido as discussões sobre a moral e as suas demandas normativas, prescritivas e até pragmáticas, em nome da adoção, tanto em nível teórico quanto prático, de uma postura de permanente suspensão, relativização e crítica. Em contextos educativos, tal perspectiva estaria conduzindo ao abandono e à recusa de valores razoáveis e minimamente estáveis, indispensáveis à justificação da própria razão de educar. Diante disso, estes escritos orientam-se segundo três propósitos fundamentais: compreender as causas da controversa, apesar de necessária, dissociação entre ética e moral; problematizar a relação entre o devir humano, a sua educabilidade e a questão moral; e demonstrar a copertença entre ética, moral e educação. Palavras-chave: Ética; Moral; Educação; Condição Humana. Data de registro: 21/05/2020 Data de aceite: 29/09/2021. (shrink)

O tema da ética tem ganhado espaço em praticamente todos os campos e setores da nossa sociedade, sejam eles acadêmicos, educacionais, profissionais, empresariais, políticos e científicos. Contudo, as discussões em seu entorno têm se pulverizado numa variedade imensa de abordagens, pautadas em distintas e até mesmo contraditórias bases teóricas, perspectivas e interpretações. Diante disso, estes escritos objetivam distinguir, problematizar e relacionar as noções de moral, ética e deontologia no intuito de preservar tanto o sentido filosófico das proposições éticas quanto o (...) rigor argumentativo das discussões emergentes tanto de contextos teóricos não-filosóficos como e de situações vivenciais. (shrink)

This paper introduces a two-dimensional modal logic to reason about knowledge in asynchronous multi-agent message-passing systems. We present a new theoretical definition for concurrent knowledge in order to describe the kind of knowledge typical in such asynchronous environments. To define concurrent knowledge, we propose the closed sub-product of modal logics: a two-dimensional formal semantics where one dimension corresponds to asynchronous runs, the other corresponds to consistent cuts and the concurrent knowledge is defined as the transitive closure over the product of (...) the former dimensions. We axiomatize the presented logic issuing proofs of soundness and completeness with respect to the class of closed sub-product of modal frames. (shrink)

This study attempts to describe and analyze the question of teacher formation in Philosophy for Children by focusing on two central principles: the first is that we defend the introduction of philosophy into elementary schools; the second that we place greater emphasis on current programs of teacher formation in the field. We begin the article by analyzing the work and research of the creator and pioneer of the program Philosophy for Children, Matthew Lipman. The article proceeds to inquire into and (...) describe the teacher formation efforts in the field in Brasil, mainly those of the Brasilian Center of Philosophy for Children and some alternative efforts coordinated by Walter Kohan and Paula Ramos de Oliveira. A general overview of teacher formation and the teaching profession in Brasil is also conducted. The theoretical base, from which we analyze the concept of formation, is built on the Frankfurt School, particularly Theodor W. Adorno’s texts on education, formation, and semi-formation. (shrink)

Os signos e as classes dos signos estão entre os tópicos mais importantes do sistema filosófico de Charles S. Peirce. As 10, 28, e 66 classes de signos são classificações desenvolvidas especialmente a partir de 1903 e representam um grande refinamento da divisão fundamental de signos – ícone, índice, símbolo. Nossa abordagem aqui define uma estratégia de visualização das classificações dos signos, com especial atenção para as 10 e 66 classes de signos. O livro está dividido em duas partes: (i) (...) bases teóricas, (ii) diagramas para as classes de signos. Na Parte I (bases teóricas), são apresentadas introdutoriamente as noções fundamentais das categorias fenomenológicas, classes de signos, as tricotomias e diagramas, assim como implicações gerais de nossa abordagem, metodologia e aplicações. Na Parte II (diagramas para as classes de signos), são apresentados e discutidos os modelos das classes, propostos por Peirce e seus comentadores, incluindo uma introdução detalhadamente documental de nossos modelos, 10cubes e 3N3, diagramas dinâmicos para as classes de signos. (shrink)

The beginning of university life can be a stressful event for students. The close social relationships that they can experience can have positive effects on their well-being. The objective of this paper is to estimate the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year. Overall, 205 students participated with an average age of 19.14 years, evaluated during their first academic (...) year and the succeeding one. For the evaluation of perceived social support, the Spanish version of the Perceived Social Support Questionnaire “MSPSS” was used, and PERMA-profiler was used to measure hedonic and eudaimonic well-being. Changes through the time of hedonic well-being and social support and the correlations between the variables were analyzed. Changes in the perception of social support were analyzed according to four categories of hedonic well-being. The prediction of social support for eudaimonic well-being was evaluated. Results indicated that the perception of students’ social support did not change over time. Statistically significant differences were found in hedonic well-being scores in the two measurements, being significantly higher in the first measurement than in the second one. More than 50% of the participants presented a positive balance of affections. The perception of social support is associated with the two types of well-being. Students who had a high balance of affections had a greater perception of general social support than the groups of positive evolution of affections and a low balance of affections. In the case of the friends and family support dimensions, the perception in the high-balance group of affections concerning the low-scale group is greater. Improving the perception of social support increases the eudaimonic well-being of university students. The perception of support that students had during the beginning of their university life benefits their general well-being, which contributes to their mental health. (shrink)

The strongest objection to (15) is that speaker's meaning is defined in terms of commitment, a notion which is itself something of a challenge and for which no definition has been given. This would be a strong reason to prefer a definition in terms of some more tractable concept, all things being equal; but it does not lessen the probability that commitment or some similar notion is indispensable to the definition of speaker's meaning.The philosophical writings discussed in this paper all (...) proceed something like this: Particular cases are discussed and a description is given of the mechanisms by which communication takes place. An attempt is made to say something that applies to all instances of speaker's meaning. Words like ‘analysis’, ‘account’ ‘explanation’, ‘explication’, and ‘theory’ are used here, the suggestion being that the objective is to provide for all cases at once what has already been provided for particular cases-an explanation of how meaning works. What is produced, however, looks like adefinition of speaker's meaning, a statement of necessary and sufficient conditions. This definition is then evaluated largely in terms of what counterexamples it does or does not allow.It seems that there is some tendency to conflate two quite distinct objectives: (i) a theory of speaker's meaning-a general description of how it is that speakers are able to communicate; and (ii) a statement of necessary and sufficient conditions for speaker's meaning. Objective (i) might plausibly be regarded as the goal of the study of communication. Objective (ii) is the definition of a certain intuitive, pretheoretical concept of meaning, which might or might not prove to be an important concept with respect to objective (i). The Gricean mechanism and the notion of conventional meaning, on the other hand, are indispensable to (i)-few instances of speaker's meaning could be adequately described without recourse to at least one of these notions. Thus nothing in this paper should be construed as trying to downgrade the importance of the Gricean mechanism for the theory of communication. If objective (ii) and the Gricean mechanism are not as closely associated as has been claimed, this is, if anything, a reason to doubt the importance of (ii) for the theory of communication. (shrink)

Normal 0 21 false false false MicrosoftInternetExplorer4 Resumo O Reinado de Nossa Senhora do Rosário (também conhecido como Congado), manifestação católica, típica dos negros, festa popular e importante no Estado de Minas Gerais funda-se em uma narrativa mítica em torno da Santa de mesmo nome e constitui o imaginário de seus devotos. Compreender como esta religiosidade mítica foi constituída no Brasil é o objetivo desse artigo. Os dados são partes integrantes de tese de doutoramento que adotou a teoria da complexidade (...) (Morin), a psicologia profunda (Jung, Campbell, Bachelard), a antropologia do imaginário (Durand) e a antropologia da festa (Duvignaud) com seus principais expoentes em diálogo com outros autores, como referenciais teóricos. A mithopoiésis (Ferreira Santos) aqui entendida como a elaboração de sentidos dada pelos congadeiros à sua própria vida orientada pelo fundo mítico de Nossa Senhora do Rosário, se tornou a metodologia mais adequada para o estudo. Os resultados encontrados possibilitaram a construção de novos conhecimentos sobre as comunidades afrodescendentes, ampliando a nossa compreensão sobre a sociedade brasileira, e sobre nós mesmos. Palavras-chave: congado; mito; imaginário; festa.Nossa Senhora do Rosário's Reign (also known as Congado), Catholic manifestation, typicaly of black people, popular and important party in the State of Minas Gerais is founded on a mythical narrative about the Saint of the same name and establishes the imagination of its devotees . Understanding how this mythical religion was established in Brazil is the purpose of this article. The data is part of the doctoral thesis which adopted the theory of complexity (Morin), depth psychology (Jung, Campbell, Bachelard), anthropology of the imaginary (Durand) and anthropology of the party (Duvignaud) with their main representatives in dialogue with other authors, as theoretical reference. The mithopoiésis (Ferreira Santos) here is understood as the elaboration of senses given by the Congadeiros to their own lives, guided by the mythical background of Nossa Senhora do Rosário has become the most appropriate methodology for the study. The results allowed the construction of new knowledge about the afro-descendent communities, enlarging our understanding of the Brazilian society, and ourselves. Key words: congado ; myth; imaginary; party. (shrink)

Resumen. La presente investigación pretende analizar los costos y beneficios económicos de una dolarización oficial en México, tomando como punto de referencia los casos de Panamá, El Salvador y Ecuador, quienes han tenido un éxito significativo con la dolarización, como una medida para mejorar su estabilidad macroeconómica y erradicar las devaluaciones de sus monedas con respecto al dólar. Abstract. This research aims to analyze the economic costs and benefits of official dollarization in Mexico, taking as reference the case of Panama, (...) El Salvador and Ecuador, who have had significant success with dollarization, as a measure to improve its macroeconomic stability and eradicate the devaluations of their currencies against the dollar. (shrink)

Although religious belief is often claimed to help with physical ailments including pain, it is unclear what psychological and neural mechanisms underlie the influence of religious belief on pain. By analogy to other top-down processes of pain modulation we hypothesized that religious belief helps believers reinterpret the emotional significance of pain, leading to emotional detachment from it. Recent findings on emotion regulation support a role for the right ventrolateral prefrontal cortex, a region also important for driving top-down pain inhibitory circuits. (...) Using functional magnetic resonance imaging in practicing Catholics and avowed atheists and agnostics during painful stimulation, here we show the existence of a context-dependent form of analgesia that was triggered by the presentation of an image with a religious content but not by the presentation of a non-religious image. As confirmed by behavioral data, contemplation of the religious image eneabled the religious group to detach themselves from the experience of pain. Critically, this context-dependent modulation of pain specifically engaged the right VLPFC, whereas group-specific preferential liking of one of the pictures was associated with activation in the ventral midbrain. We suggest that religious belief might provide a framework that allows individuals to engage known pain-regulatory brain processes. (shrink)

Children ask many questions, but do not always receive answers to the questions they ask. We were interested in whether the act of generating questions, in the absence of an answer, is related to children’s later thinking. Two experiments examined whether children retain the questions they ask in working memory, and whether the type of questions asked relate to their categorization. Four to ten-year-old children were shown 12 novel objects, asked three questions about each, and did not receive answers to (...) their questions. Children recalled their questions in the first experiment and categorized variants of the novel objects in the second experiment. We found that children have robust working memory for their questions, indicating that these questions may relate to their subsequent thinking. Additionally, children generalize category boundaries more narrowly or broadly depending on the type of question they ask, indicating that children’s questions may reflect an underlying bias in how they think about the world. These findings suggest that future research should examine questions in the absence of answers to understand how inquiry affects children’s cognitive development. (shrink)

Judgments about the validity of at least some elementary inferential patterns (say modus ponens) are a priori if anything is. Yet a number of empirical conditions must in each case be satisfied in order for a particular inference to instantiate this or that inferential pattern. We may on occasion be entitled to presuppose that such conditions are satisfied (and the entitlement may even be a priori), yet only experience could tell us that such was indeed the case. Current discussion about (...) a perceived incompatibility between content externalism and first-person authority exemplifies how damaging the neglect of such empirical presuppositions of correct reasoning can be. An externalistic view of mental content is ostensibly incompatible with the assumption that a rational subject should be able to avoid inconsistency no matter what the state of her empirical knowledge may be. That fact, however, needs not be taken (as it often is) as a reductio of externalism: alternatively, we may reject that assumption, adding to the agenda of a philosophical investigation of rationality an examination of the vicissitudes of logical luck. I offer an illustration and defense of that alternative. (shrink)