O objetivo deste artigo é coletar informações e realizar uma análise da produção científica relacionada ao Barômetro da Sustentabilidade (BS). A metodologia do BS foi desenvolvida em 1997 por Robert Prescott-Allen, com o objetivo de elaborar um indicador que combinasse dados divergentes para apresentar um retrato da sustentabilidade de uma região ou país. Para isso, foram consultados os sites de pesquisa “Portal de Periódicos Capes”, “Web of Science – WoS” e “Scopus” no período de agosto de 2010 (mês e ano (...) do primeiro artigo encontrado) até outubro de 2022, resultando em um total de 44 artigos selecionados após eliminação de duplicidades, artigos não abertos e livros. Foi observada uma multiplicidade de temas e uma grande quantidade de autores (110), sendo que apenas nove tiveram mais de duas publicações relacionadas ao tema. Quanto ao corpus textual, as palavras mais relevantes foram “Sustainability”, “barometer”, “environmental” e “development”. Apesar da importância do tema, há poucas publicações relacionadas devido, em parte, à dificuldade em conseguir dados confiáveis e recentes que são a base da pesquisa científica. (shrink)

A tradução anotada do Minos, acompanhada de uma valiosa introdução e de notas explicativas, de autoria do Professor Bruno Amaro Lacerda, lançada pela Editora Max Limonad no ano de 2021, é uma importante contribuição para os Estudos Clássicos e também para os interessados em Filosofia do Direito.

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)

En el presente trabajo se ofrece, hasta donde nos consta, la única traducción al español del capítulo “Sobre el ajedrez” de la obra enciclopédica _De naturis rerum_ escrita hacia el año 1190 por el filósofo inglés Alejandro Neckam (1157-1217). El capítulo mencionado, que sigue a otro sobre los jugadores de dados, es relevante no solamente para comprender la continuidad de una actitud anti-lúdica que hunde sus raíces en el pensamiento de los primeros cristianos sino para advertir la recepción del ajedrez (...) musulmán en la Inglaterra medieval cristiana tanto en sus representaciones simbólicas como en las reglas del juego. (shrink)

El artículo argumenta que en la Consolación de la Filosofía se detectan doctrinas cristianas en algunos pasajes de la obra. Se analizan pasajes textuales y evidencias doctrinales. Además, se prueba que la intención de Boecio se asemeja a la de hacer del género de la consolación filosófica un género cristiano, distinto a la consolación pagana de Cicerón y otros autores anteriores. Finalmente, se argumenta que la conciencia que Boecio tiene de sí mismo al momento de su detención y prisión (...) es la de un ciudadano ejemplar, que se ve injustamente injuriado, por lo que requiere, antes que una súplica de salvación, o una meditación en que se resigna de su destino, una explicación racional de la situación del hombre en el mundo. (shrink)

It is argued, on the basis of new counterexamples, that neither knowledge nor epistemic justification (or “epistemic rationality”) can reasonably be thought to be closed under logical implication. The argument includes an attempt to reconcile the fundamental intuitions of the opposing parties in the debate.

Humphreys and Forde fail to account for the ontology of the “features” that they claim are constitutive of concepts. This failure is common to decompositional theories of conceptual representation. Category-specific deficits can be better explained by a theory that takes inferential relations among atomic concepts to be the key characteristic of conceptual representation and processing.

Half a century later, a Dretskean stance on epistemic closure remains a minority view. Why? Mainly because critics have successfully poked holes in the epistemologies on which closure fails. However, none of the familiar pro-closure moves works against the counterexamples on display here. It is argued that these counterexamples pose the following dilemma: either accept that epistemic closure principles are false, and steal the thunder from those who attack classical logic on the basis of similarly problematic cases—specifically, relevance logicians and (...) like-minded philosophers—or stick with closure and surrender to relevantist claims of failure in truth-preservation aimed at classical rules of inference. Classicist closure advocates find the promise of a way out of the dilemma in the works of Roy Sorensen and John Hawthorne. The paper argues against their pro-closure move and renews Robert Audi’s call for a theory of closure-failure. (shrink)

On the basis of arguments showing that none of the most influential analyses of Moore’s paradox yields a successful resolution of the problem, a new analysis of it is offered. It is argued that, in attempting to render verdicts of either inconsistency or self-contradiction or self-refutation, those analyses have all failed to satisfactorily explain why a Moore-paradoxical proposition is such that it cannot be rationally believed. According to the proposed solution put forward here, a Moore-paradoxical proposition is one for which (...) the believer can have no non-overridden evidence. The arguments for this claim make use of some of Peter Klein’s views on epistemic defeasibility. It is further suggested that this proposal may have important meta-epistemological implications. (shrink)

Do ponto de vista ontológico, epistemológico e ético, Santo Agostinho foi influenciado, além das Escrituras, pela filosofia estoica, pelo neoplatonismo ou, mais exatamente, por aqueles pensadores que ele denomina os “filósofos platônicos”. Com relação à influência recebida dos estoicos, a ênfase recaía não somente sobre o conceito de virtude, mas também sobre outras noções essencialmente relacionadas com o agir moral. Quanto ao plano ontológico e epistemológico, foi mormente a visão platônica ou neoplatônica dos dois mundos que encontrou no Bispo de (...) Hipona a sua mais decisiva adesão. De um lado, portanto, existe o mundo sensível e, consequentemente, mutável, caduco, não consistente e não autossuficiente; de outro, porém, existe o mundo espiritual e, por conseguinte, imarcescível, imutável e eterno. Mas a questão principal à qual urge responder é esta: quem, finalmente, foram os “filósofos platônicos” aos quais se refere o autor das Confissões? É desta problemática, e das ambiguidades que ela comporta, que eu me ocuparei ao longo destas reflexões. (shrink)

O impulso que leva grande parte dos comentadores a enfatizar a importância de Adorno como "filósofo da nova música" parece ser o mesmo que condena a uma lugar subalterno e ao olhar indiferente sua atuação como crítico musical. E, no entanto, não há como entender (ou criticar) a filosofia desenvolvida por Adorno sem levar em consideração a origem polêmica de grande parte de suas ideias. Se a filosofia da música não quer ser apenas mais uma "filosofia de alguma coisa", tem (...) de abandonar a mera citação filológica de textos sobre arte e buscar, na dinâmica histórica dos objetos, seu próprio "teor de verdade". Nisso reside o interesse das ideias de Adorno sobre música, desenvolvidas não a partir de leituras acuradas dos grandes estetas do passado, mas sim afiadas nos intensos debates dos anos vinte sobre a "verdade" da nova Música, que demonstravam justamente a impossibilidade de considerações filosóficas genéticas sobre a arte moderna. (shrink)

G. E. Moore identified a peculiar form of epistemic irrationality. Wittgenstein called it “Moore’s Paradox”. Neither of them knew exactly what he was talking about. And yet, the vast literature on the problem leaves no room for doubt: the paradox is deep; its resolution, elusive. But, up until now, we haven’t been in a position to appreciate its importance for contemporary epistemology. This paper puts forward an epistemological solution to the paradox. It also seeks to show that the paradox yields (...) counter-examples to deductive closure claims for both epistemic rationality and knowledge that are immune to contextualist pro-closure maneuvers. (shrink)

Resenha sobre o livro Occupy : Movimentos de protesto que tomaram as rua.

For some of us, the defeasibility theory of knowledge remains the most plausible approach to the Gettier Problem. Epistemological fashion and faded memories notwithstanding, persuasive objections to the theory are very hard to find. The most impressive of those objections to the theory that have hitherto gone unanswered are examined and rejected here. These are objections put forward by Richard Feldman, Richard Foley, and John Turri. While these are all interesting, the objection recently put forward by Turri is, we think, (...) by far, the most serious threat to the theory that we have seen in a long time. A successful reply to it requires a surprising amount of care, as it turns out. If tenable, Turri's objection deals a devastating blow to the theory developed by Roderick Chisholm, Keith Lehrer, Peter Klein, Marshall Swain, Risto Hilpinen, John Pollock, and Paul Moser, among others. Under scrutiny, however, the threat proves illusory. It results from inattention to a crucial, but relatively subtle, aspect of.. (shrink)

DISSERTAÇÃO DE MESTRADO ALMEIDA, Amarildo Fernando de. A senioridade iniciática do Ilê Wopo: origem e extensão do Candomblé em Belo Horizonte- MG e as narrativas sagradas das labás. 2012. 154 folhas. Dissertação (Mestrado) – Pontifícia Universidade Católica de Minas Gerais, Programa de Pós-graduação em Ciências da Religião, Belo Horizonte.

Over the course of the 19th century, several campaigns in African territories led by white European or North-American scientists, explorers, entrepreneurs, or military officials have been transposed into travelogues where different stages of imperialism and colonialist presences are portrayed. While most of the approaches to these writings tend to favor a post-colonial framework for the interpretation of the interactions depicted there, it is also possible to employ a critical apparatus modeled after the recent developments in the field of the environmental (...) humanities. In this essay, I discuss how Slavoj Žižek’s contributions to the debates around the ideas of nature, ecology, and global capitalism have the potential to deepen our understanding of colonial regimes of oppression, serving as a powerful tool to explore processes of world-making involved in the imperial projects developing over the course of the 19th century. To do so, I propose a close reading of several instances of the travel book Angola and the River Congo, by Joachim John Monteiro, focusing on the entanglements between the human and non-human agencies, vegetable landscapes and extractive transnational economies, and the articulation of racism and scientific projects in the Angolan territory. (shrink)

This article will contribute to a synthetic understanding of the factors that influence the subject’s experience with digital data, in the presence of a new kind of ‘materiality’ that is formed in the confluence of physical matter and Information and Communication Technologies that I call Material-ict. The aim is to offer society a critical and creative way to deal with the process in which the electronic and physical dimensions of reality merge and enhance the awareness of the paradigm change that (...) the Internet of Things is bringing to our experience. The article can contribute to the development of a new cognitive paradigm to challenge the current view that objects and environments are inanimate, and the shaping of a framework from which to reconsider interactions between people, social processes, things and environments in the society of knowledge. This framework offers insights into educative, technological developments and cultural programmes to integrate actants (actor–network theory) and citizens in the hybrid experience in which Internet, social processes and matter merge. The objective is to construct the first steps of an analysis framework to understand a few of the most important features that support the emergent model of representation that is impacting the subject’s experience with digital data. In order to construct this framework, this research is grounded in the intersection of art, media and experience. The main dimensions analysed in the article are (1) the merging of digital and analogue forms of experience; (2) new actors and forms of interaction; (3) forms of heterogeneous knowledge construction; (4) lively interfaces and animated environments; and (5) biotechnological convergence. The article will show how the outcome of this confluence is taking shape in different forms of (1) indexation, (2) simulation, (3) translation of matter into data and (4) ubiquitous hybrid networks (social+matter/nature). (shrink)

A Crítica de Hume ao Argumento do Desígnio José Oscar de Almeida Marques Dep. de Filosofia – UNICAMP -/- RESUMO: É comum considerar que o chamado “argumento do desígnio” (o argumento a posteriori para provar a existência de Deus a partir da ordem e funcionalidade do mundo) teria sido refutado ou seriamente abalado por Hume. Mas a natureza e o alcance dessa alegada refutação são problemáticos, pois Hume muitas vezes expressou suas críticas através de seus personagens e evitou assumi-las (...) diretamente enquanto autor. Em vez de supor que Hume procedeu dessa forma apenas para disfarçar suas verdadeiras convicções e evitar um conflito com as autoridades eclesiásticas, proponho que sua posição nesse assunto não é tão categórica como às vezes se supõe, e que os famosos argumentos de Filo nos Diálogos mostram apenas que é possível que a ordem e funcionalidade do mundo tenham surgido sem a intervenção de um desígnio consciente, mas não podem por si sós dar a essa hipótese o mínimo grau de plausibilidade necessário para torná-la digna de uma séria consideração. De fato, antes da revolução explicativa operada por Darwin um século depois, ninguém estava realmente em condições de vislumbrar uma alternativa plausível à atuação de algum tipo de inteligência na geração da ordem e funcionalidade do mundo. ------------ Some Remarks on Hume’s Critique of the Argument from Design José Oscar of Almeida Marques Dep. of Philosophy - UNICAMP -/- ABSTRACT: The so-called “argument from design” (the a posteriori argument to prove the existence of God from the order and functionality of the world) is commonly considered to have been refuted or seriously impaired by Hume. But the nature and scope of this alleged refutation is problematic because Hume often expressed his critics through other characters’ mouth and avoided to assume them directly as author. Contrarily to the supposition that Hume proceeded in this way only to disguise his true convictions and to avoid a confrontation with the ecclesiastical authorities, I propose that his stance on the matter is not, in fact, as clear-cut as it is sometimes supposed, and that Philo’s famous arguments in the Dialogues show only that it is possible for the order and functionality of the world to have arisen without the intervention of an intelligent design, but cannot by themselves lend to this hypothesis the least degree of plausibility needed to make it worthy of serious consideration. In fact, before the explanatory revolution inaugurated by Darwin a century later, nobody was in position to envisage a plausible alternative to the operation of some sort or other of intelligence in the generation of the order and functionality of the world. (shrink)

Resenha do curso ministrado por Henri Bergson no Collège de France, no ano universitário de 1901-1902. Tradução Débora Cristina Morato Pinto. Editora da Unesp 2022.

This article develops a conceptual framework for regulating Artificial Intelligence (AI) that encompasses all stages of modern public policy-making, from the basics to a sustainable governance. Based on a vast systematic review of the literature on Artificial Intelligence Regulation (AIR) published between 2010 and 2020, a dispersed body of knowledge loosely centred around the “framework” concept was organised, described, and pictured for better understanding. The resulting integrative framework encapsulates 21 prior depictions of the policy-making process, aiming to achieve gold-standard societal (...) values, such as fairness, freedom and long-term sustainability. This challenge of integrating the AIR literature was matched by the identification of a structural common ground among different approaches. The AIR framework results from an effort to identify and later analytically deduce synthetic, and generic tool for a country-specific, stakeholder-aware analysis of AIR matters. Theories and principles as diverse as Agile and Ethics were combined in the “AIR framework”, which provides a conceptual lens for societies to think collectively and make informed policy decisions related to what, when, and how the uses and applications of AI should be regulated. Moreover, the AIR framework serves as a theoretically sound starting point for endeavours related to AI regulation, from legislation to research and development. As we know, the (potential) impacts of AI on society are immense, and therefore the discourses, social negotiations, and applications of this technology should be guided by common grounds based on contemporary governance techniques, and social values legitimated via dialogue and scientific research. (shrink)

la82 12.00 Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-fareast-language:EN-US;} Este artigo mostra que o princípio primário da ciência do ente enquanto ente, apresentado e defendido por Aristóteles no Livro IV da Metafísica , é constituído pela bi-implicaçáo necessária (modal) entre os princípios de náo-contradiçáo e do terceiro excluído, (...) e náo somente, como na interpretaçáo tradicional, pelo primeiro destes princípios. Tal é mostrado através de uma interpretaçáo de uma parte do capítulo 3 e, em especial, de três partes do capítulo 4 deste escrito, onde Aristóteles desenvolve o que chamou "demonstraçáo refutativa", que consiste na demonstraçáo indireta do princípio primário por meio da refutaçáo da tese que nega (de modo forte) este mesmo princípio. A interpretaçáo apresentada no artigo mostra que neste procedimento lógico Aristóteles está defendendo tanto o princípio de náo-contradiçáo quanto o princípio do terceiro excluído, assumindo ambos como formulações equivalentes do princípio primário da ciência do ser enquanto ser.  . (shrink)

O Espiritismo surgiu a partir do trabalho de um francês, Hippolyte-Léon Denizard Rivail, que analisou os fenômenos mediúnicos. A Sociedade Parisiense de Estudos Espíritas (SPEE) foi fundada em 1858, com o objetivo de estudar todos os fenômenos relativos às manifestações espíritas. O nosso objetivo é: investigar a importância que a Sociedade teve no processo de formalização e institucionalização do estudo das manifestações espirituais; analisar o seu papel na elaboração, desenvolvimento, uniformização e consolidação do Espiritismo, à época de Allan Kardec. Utilizamos (...) basicamente fontes primárias: as obras produzidas por Kardec entre 1857 e 1869 e outros manuscritos inéditos. Analisarmos essa documentação, para compreender como e porque se deu a fundação da SPEE, o critério de inclusão/exclusão dos membros, as atividades desenvolvidas e como eram trabalhadas as comunicações mediúnicas recebidas na Sociedade e fora dela, dentro do processo de elaboração do Espiritismo. Concluímos que a SPEE teve um importante papel no processo de elaboração e consolidação do Espiritismo na época de Kardec. Ela se constituiu num espaço de obtenção das comunicações mediúnicas, de debate das informações atribuídas aos espíritos, de elaboração das obras publicadas, instrução para os espíritas, de proposição de um modelo de conduta a ser seguido pelos demais grupos espíritas, de padronização das atividades mediúnicas e da conduta dos médiuns. (shrink)

Arguing for the theoretical importance of the concept of “subject” or “self” on behalf of the “psychiatric/psycho-pathological thinking” is justified in so far as, as Costa, Bezerra Jr., and Gama say, “this is still an indispensable concept for understanding the conditions for the gestation and functioning of psychological life.” In what sense are these concepts “indispensable?”All the hints suggest them as necessary complements for neurobiological investigations to become useful for clinical employment. So, if we consider that it is possible to (...) approach mental phenomena connecting in some way their two sides to favor clinical use, the neurobiological and the psychological, we might as well suppose that any... (shrink)

This paper intends to develop the idea of a political ontology implicitly developed within the political reflections that are an important part of the philosophy of Gilles Deleuze and Felix Guattari. In this research a political ontology means a specific reflection about the political construction of the social reality which also involves a questioning of the nature of the political. To what extent, in Deleuze and Guattari´s philosophy, ontology is related to a theoretical and practical engagement with politics? How relevant (...) is conceptual creation to the political practice? The main research´s hypothesis is that political ontology is intertwined with the kind of conceptual creation, which the authors conceive as philosophy´s specific task. Taking as our starting point previous discussions from Deleuze and Guattari´s scholars, this article develops a reading of their political philosophy through the relation between the political and conceptual construction. (shrink)

Embora o livro didático seja um material didático antigo na educação escolar, na disciplina de educação física, sua utilização ainda é incipiente e apenas no ano de 2017, o Plano Nacional do Livro Didático possibilitou a aquisição de um manual do professor. Assim, o objetivo desta investigação foi examinar o propósito da seção denominada “Construção de valores” no livro didático no livro didático intitulado Práticas corporais – Educação física 1º e 2º anos do componente curricular educação física. Tratou-se de um (...) estudo bibliográfico e documental, cuja análise se fundamentou em alguns autores da Teoria Crítica e da Teoria Histórico-Cultural. O livro didático estudado contempla as unidades temáticas estabelecidas na BNCC e busca abarcar as dimensões do conhecimento, por meio de temas que envolvem a apresentação conceitual do conteúdo estudado, a experimentação e a análise de atividades motoras e atividades para o acompanhamento e avaliação dos alunos, com vistas a formar estudantes críticos e criativos. A proposta apresentada no manual adere às orientações da BNCC e agrega valores e princípios de manutenção da atual forma de sociabilidade. A seção “Construção de valores”, apesar de destacar as práticas esportivas paralímpicas, secundariza esse conhecimento específico da educação física para promover o desenvolvimento de valores morais. Por fim, a organização e a sistematização do livro didático, ao atenderem às orientações dos documentos normativos nacionais, promovem uma pseudoformação. (shrink)

In the Critique of the Power of Judgement, Kant claims that ‘the English taste in gardens or the baroque taste in furniture pushes the freedom of the imagination almost to the point of the grotesque’ (KU 5:242). This paper attempts to reconstruct Kant’s views on the grotesque as a theoretical foundation for the modern conception of the grotesque as a negative aesthetic category. The first section of the paper considers and ultimately rejects the interpretation of the grotesque as a difficult (...) kind of beauty. The second section contrasts the experience of the grotesque with similar experiences of sublimity and dreams. The third section examines the discord between faculties underlying the experience of the grotesque, defining the grotesque as a subclass of ugliness and addressing potential objections to its inclusion in Kant’s aesthetics. The fourth and final section briefly discusses the specificity of the grotesque as a subclass of ugliness. (shrink)

O objetivo do presente artigo é discutir os vínculos existentes entre a teoria humeana e o Utilitarismo. Nesse contexto, mencionando a divergência existente entre os comentadores de Hume a respeito de seu lugar diante do Utilitarismo, conclui-se que, embora o caráter descritivo de fato predomine na teoria humeana, ela não é inteiramente desprovida de pretensão prescritiva. Será ainda necessário discutir em que consiste essa pretensão, isto é, o que ela busca prescrever.

Com este artigo se pretende passar pelas leituras feitas sobre o texto do profeta Zacarias. Não há a intenção de se fazer uma abordagem exegética, mas antes, apenas um histórico da pesquisa do profeta - tão pouco lido no Brasil e na América Latina. Sua relevância conduz ao conhecimento das posições e propostas mais clássicas e as mais inovadoras da interpretação deste texto profético. Como também reconhecendo as últimas dificuldades encontradas na sua interpretação.

A partir do diálogo Filebo, tentaremos mostrar, através da hermenêutica filosófica de Gadamer, como Platão funda sua Ética pondo em movimento a suprema ideia do Bem: princípio incondicionado, originário, mas não fixável; lugar onde se conciliam o ilimitado e o limite, o infinito e o finito, o não-ser e o ser, o sensível e o inteligível.

É comumente aceito, atualmente, que Aristóteles não teria enfrentado ou tentado seriamente resolver o famoso paradoxo do mentiroso, embora ele tenha sido formulado por Eubúlides de Mileto, membro da escola megárica e rival filosófico de Aristóteles. No máximo, assim reza a visão tradicional, ele parece apenas fazer uma menção desse paradoxo nas Refutações sofísticas, Capítulo 25, talvez esboçando a sua solução. O meu intento, no presente artigo, é desafiar essa opinião geral mostrando que o Estagirita fornece uma explicação implícita para (...) duas versões do paradoxo do mentiroso, a saber, a versão autorreferencial, e a versão anafórica. A minha alegação é que a solução aristotélica para essas duas versões do paradoxo encontra-se no núcleo de sua refutação de duas teses, as quais denominei como tese da synalethia e como tese da sympseudia. Tal refutação é realizada no oitavo capítulo do quarto Livro da Metafísica, um texto até agora subestimado pelos intérpretes modernos, mesmo sendo a parte final de um dos mais importantes escritos de Aristóteles. A solução aristotélica, assim defendo, é levada a cabo por meio dos seguintes princípios: toda declaração é sempre precedida por um operador de verdade da forma ‘é verdade que...’, ou seja, toda declaração, qualquer que seja o que ela possa declarar a mais, primariamente assevera a sua própria verdade; e, em conformidade com o princípio anterior, toda declaração que assevera a sua própria falsidade ou acarreta a verdade de sua contraditória é necessariamente falsa. Através desses princípios, a refutação de Aristóteles da synalethia e da sympseudia é bem-sucedida. Mostrarei que obtemos uma boa solução para as versões do mentiroso acima mencionadas, apenas aplicando esses mesmos princípios a elas. Esse tipo de solução ao mentiroso tanto quanto para as teses antes citadas é muito parecido com aquele explicitamente encontrado nas obras de diversos filósofos, a saber, Guilherme de Sherwood, Tomás Bradwardine, João Buridano, Alberto da Saxônia, Paulo Venetus, Charles S. Peirce e Arthur Prior. Assim, também defendo que essa linhagem tem as suas raízes na solução de Aristóteles. (shrink)

A recente obra é organizada por Élodie Boublil e Christine Daigle. Boublil é, segundo ficha técnica no final do livro, graduada na Universidade de Sorbonne (Paris I) e em L'Institut d'études politiques (Sciences-Po) de Paris. Atualmente doutora-se na Universidade McGill e leciona filosofia na Escola Internacional das Nações Unidas, em Nova Iorque. Seus estudos são mesmo em torno de Husserl, Heidegger e Nietzsche. Daigle é professora de filosofia e ocupa a cadeira de Chanceler por Excelência em Pesquisa na Brock University. (...) Seus estudos se dão mesmo em torno de Sartre, Simone de Beauvoir e Nietzsche. (shrink)

O presente trabalho tem como objetivo desenvolver uma comparação direta entre a ética da futurologia jonasiana e o neopragmatismo rortyano no que diz respeito ao tema da esperança na prática política. Este tema foi amplamente discutido por Ernest Bloch que propõe um princípio esperança capaz de ser o impulso basilar para que o homem transcenda o presente em direção ao futuro. Por sua vez, Richard Rorty aborda este tema enquanto esperança social, que diz respeito à manutenção do orgulho nacional capaz (...) de tornar-se condição necessária para o auto-aperfeiçoamento da sociedade. Porém, Hans Jonas trará a esse discurso da esperança uma perspectiva da ética da responsabilidade que prefere a prudência às previsões das ações a longo prazo enquanto promessa para um “mais” ou “melhor”. (shrink)

O presente texto baseia-se na perspectiva de Hannah Arendt para quem o acontecimento é o lugar onde o pensamento nasce. Com base nesse princípio, investiga ações e práticas em cujo entrecruzamento vão surgindo novos atores ou sujeitos que, a partir do campo mesmo do opositor, disputam o espaço da cidade numa espécie de «profanação dos lugares luminosos da cidade» (Santos, 1996), no sentido de retirá-los da esfera do sagrado (Agabén, 2006) e restituí-los ao uso comum «dos homens ordinários».

O presente trabalho insere-se na temática da filosofia do direito. Tem por objetivo propor elementos para contribuir com o repensar do direito a partir da metodologia dialética de pesquisa bibliográfica. Tendo como base, por um lado as reflexões filosóficas atinentes ao conceito de direito e de democracia, bem como suas interações recíprocas propostas por Jürgen Habermas. Perfaz-se, por outro lado, um cotejo com a análise materialista dialética que afirma a contribuição do direito para a continuidade e existência do sistema econômico, (...) realizada pelo filósofo György Lukács. (shrink)

Este trabajo presenta una discusión sobre el desarrollo de la expresión corporal como uno de los medios de fomentar la desinhibición, la percepción del propio cuerpo en el espacio en que están los demás y, consecuentemente, produ-ce la motivación y promueve la creatividad. En la clase de lengua extranjera se puede lograr este desarrollo a través de juegos, danza y actividades que permitan el contacto con el otro. De esa manera, a partir de algunas cuestiones que plantea la teoría del (...) desarrollo cognitivo al tratar del estudio de procesos tales como lenguaje, percepción, memoria, razonamiento y resolución de problema, y de algunas discusiones de la teoría de las inteligencias múltiples de Gardner (1994), específica-mente acerca de la inteligencia corporal-cenestésica, se analizará cómo el trabajo con la expresión corporal puede ayudar en el desarrollo de las capacidades del estudiante y fomentar su creatividad y su proceso de adquisición y de aprendizaje en clase, concretamente, en la clase de lengua extranjera. Además de la inteligencia corporal-cenestésica, Gardner propone que cada persona tiene, por lo menos, ocho inteligencias o habilidades cognitivas más que trabajan juntas, pero como entidades autónomas que requieren interacción. El autor asume que todas las inteligencias son igualmente importantes, aunque cada sujeto presenta una inteligencia más desarrollada que otra según el escenario cultural en el que se inserta, lo que explicaría, en cierta medida, por qué las personas aprenden de diferentes maneras, es decir, de acuerdo con sus habilidades. Sin embar-go, aunque todas las inteligencias son igualmente importantes, nuestro sistema escolar suele enfatizar la inteligencia lógico-matemática y la inteligencia lingüística hasta el punto de, en algunos casos, negar la existencia de las demás. Así, se debe pensar la educación desde un punto de vista que considera las distintas formas de aprender y, en el caso específico de la enseñanza y del aprendizaje de lenguas extranjeras, se debe adoptar un “abordaje plural de la cognición” y no “unilineal” contrario al de muchos autores que trataron el desarrollo humano. (shrink)