Les recherches sur la théorie de la simulation en neurosciences cognitives ouvrent de nouvelles perspectives de compréhension des mécanismes implicites à l’œuvre dans la relation duelle en psychanalyse. À l’aide de la cognition sociale, une déconstruction par niveaux des aspects transactionnels élémentaires de la communication psychothérapeutique est entreprise. Nous proposons ensuite l’idée de co-simulation comme mode de partage caractéristique de la situation psychanalytique.Advances in cognitive neuroscience and simulation’s theory research open new perspectives in the quest to understand implicit mechanisms involved (...) in psychoanalysis relationship. Social cognition allow us to introduce a biology of communication. The authors describe elementary psychotherapeutic interactions by levels of hierarchical organisation. Co-simulation is then presented as a sharing modality specific of the psychoanalytic setting. (shrink)

In 1922, three young men founded the avant-garde magazine 7 Arts to promote the arts and in particular the synthesis of all the arts as only architecture and cinema can achieve. Pierre Bourgeois, a poet, his brother Victor, an architect, and the painter Pierre-Louis Flouquet were soon joined by the composer Georges Monier and Karel Maes, painter, engraver and furniture designer. "The five" succeeded in harnessing the vital forces of the Belgian avant-garde and in placing their magazine at the very (...) heart of the European avant-garde. Throughout the six years of publication the pages of the magazine provided a platform for the principal protagonists of the Belgian and international artistic scene: De Stijl, the Bauhaus, the Purists, the Constructivists, the Futurists and many other champions of the geometric abstraction to which they gave the name Plastique pure or Pure Plastic. Their ambition was to have the arts penetrate every dimension of modern urban life and to transform it in the process. In 2020, CIVA is devoting a retrospective exhibition to 7 Arts, the impressive adventure that this work presents. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Diacritics 30.3 (2000) 3-11 [Access article in PDF] Preface The State of Death Jonathan Strauss In reality, there is perhaps a greater distance between old age and youth than there is between decrepitude and death, for here one must not consider death to be something absolute.... Death is not armed with a blade, nothing violent accompanies it, life ends by imperceptible nuances.... (D. J.)We dare... to assert, on the (...) basis of a knowledge of the structure and properties of the human body and a large number of observations, that death can be cured. (m.) —Diderot and d'Alembert, Encyclopédie1But if Man is Action, and if Action is Negativity "appearing" as Death, Man, in his human or speaking existence, is only a more or less deferred death, and one that is conscious of itself.Therefore: to recognize Discourse philosophically, or to recognize Man as one who speaks, is to accept unambiguously the fact of death and to describe... its significance and reach. Now, this is precisely what philosophers before Hegel omitted to do. —Alexandre Kojève, Introduction à la lecture de HegelDeath changed in the nineteenth century. The shift probably began during the Enlightenment, when, as Philippe Ariès has argued, people learned for the first time to fear their mortality—not just the terrors and uncertainties of their demise or the anguish over an eventual punishment for their sins, but extinction itself [1: 112-14, 125]. Within the space of a few decades, death became a sheer and unredeemable absence, an unconsolable loss, and a confrontation with pure negativity. During those years, death was transformed from a nuance between different states to an absolute. It became, in itself, infinite and sublime, a nothingness whose discovery, like that of the zero, unleashed unknown and limitless powers. These now had to be grappled with, to be grasped theoretically as well as practically, in both the intimacy of private fears and the communality of public legislation. And once death was recognized as an absolute it could be put to use as one, for both the individual and the social collective.Hegel, as Kojève taught, was the first to harness the new forces of mortality within an intellectual mechanism worthy of their scope. "Death," he wrote in the preface to the 1807 Phenomenology of Spirit, "... is of all things the most dreadful, and to hold fast what is dead requires the greatest strength" [19]. This power to grasp one's demise, to confront it and "tarry" with it, was what he called the Subject—at once the isolated unit of humanity confronted by the limits of its mortality and the key to the social orders that [End Page 3] depend on it, in a pragmatic sense. As justice and enfranchisement increasingly rely on the responsibility of single subjects, so does death rise in importance as the final determiner of socially answerable individuality. In this setting, where mortality is the limit of the subject, society becomes a state of death, a collective grounded in the transcendental absolute of a nothingness that intervenes regularly and practically within the events of life.In such a state, executions are not merely exercises of authority or purgings of unassimilable elements from the social body; they are also, and most significantly, spectacles of the transcendental grounds of the social itself. Here, death is democratic not merely because it is the universal leveler, not simply because it imposes a one hundred percent experience tax on all brackets of the population, but because it produces the uniform units of untransferable humanity, individuals, who at once suffer the obligation to conform to the state and enjoy the, at least theoretical, enfranchisement to transform it. Throughout our days, in the most insignificant details, we feel this mortal isolation organizing our legal relation to our social context, and in each case my death to come draws a line around me, saying: this is you. My metro pass and airline tickets will be valid, my response to the jury duty summons required, and my vote counted, unless I die. It does not matter that I have changed lovers, or... (shrink)

Aristotle took practical wisdom to include cleverness, and something more. The hard question, that he does not explicitly answer, is what this something more is. On my interpretation, the practically wise are not merely more knowledgeable about what is good for people. They are also better able to discern all the values at stake, in whatever circumstances they find themselves. This is an ability that good people develop, typically rather late in life, provided they are masters of their own affairs. (...) According to Aristotle, this development is stunted by wickedness and also by wretchedness. It follows from his account that attempts to teach this virtue are not likely to succeed unless teachers have opportunities for developing practical wisdom through their work. Aristotle’s arguments give us reasons to doubt that teachers can help their students to become virtuous and wise, if their own way to earn a living is not conductive to human flourishing. If we take his message to heart, we should, first and foremost, think about how to steer clear of wretched work conditions, where teachers’ moral agency is narrowly circumscribed. (shrink)

The dominant model of curriculum design in the last century assumed that school education could be organized around aims, defined primarily in terms of students' behaviour. The credentials of this model were questioned by, among others, Lawrence Stenhouse, who pointed out that education serves purposes that cannot be stated in terms of behavioural objectives. In this article, I offer support for Stenhouse's conclusion and go beyond it, showing that if education aims at critical understanding of its own value, then it (...) is even more radically open-ended than Stenhouse argued.My argument is based on two premises. One of them is that the reason why people disagree about what education involves is that they have less-than-perfect knowledge of what human characteristics are worth cultivating. This premise is supported by a theory of meaning advanced by Hilary Putnam. The other premise is that one of the aims of education is intellectual independence. From these premises, I conclude that a successful course of education serves purposes that cannot be completely stated in advance. (shrink)

A technocratic model of curriculum design that has been highly influential since the middle of last century assumes that the aims of education can be, and should be: 1. Causally brought about by administering educational experiences; 2. Specified as objectives that can be attained, reached or completed; 3. Changes in students that are described in advance. Richard S. Peters argued against the first of these three tenets by making a distinction between aims that are causally brought about by the means (...) and aims that are constituted by the means. I argue that further distinctions between ways in which ends and means can be related throw doubt on the remaining two tenets. My argument against the second one rests on a distinction between open aims that cannot be completed and closed aims that can be reached. I use a third distinction, between aims as principles of design and aims as principles of reform, to show that the third tenet of the technocratic model is also suspect. I conclude that a realistic view of educational aims must take into account that they are more multifarious than envisaged by the technocratic model of curriculum design. (shrink)

In a paper published in 1930, John Dewey said that for many years Democracy and Education was the book where his philosophy “was most fully expounded”.1,2 If we add to this the fact that Dewey was known as the philosopher of democracy, then we have reason to expect the text to say something important, not only about education, but also about democracy. Nevertheless, all twenty-six chapters of the book are about schools and education and, when it was originally published in (...) 1916, it had the subtitle An Introduction to the Philosophy of Education. As John Quay has explained in a recent article, the book does not contain a recipe for a democratic education, and although one chapter, chapter 7, is entitled “The... (shrink)

In Chapter VIII of Democracy and Education, Dewey objects to all three of the following propositions: (1) education serves predefined aims; (2) Education serves aims that are external to the process of education; and (3) Education serves aims that are imposed by authority. From the vantage point of policy-makers and authors of curriculum guides, these three propositions seem plausible, even self-evident. In this paper, I set forth a critical interpretation and evaluation of Dewey’s objections to them and argue that he (...) saw the aims of education from another point of view, that of a learner. From a learner’s point of view, propositions 2 and 3 are only half-true because external aims that are not shared by the students cannot successfully guide educative activities. As regards proposition 1, Dewey’s philosophy does not accommodate the birds-eye view required to make it literally true. As learners, we cannot have an external view of our entire progress. Some of our aims are, therefore, not predefined but discovered on the way. Dewey’s stance on the role of aims in education is worth serious consideration, because the view of curriculum development and school administration that these three propositions engender is as deeply problematic today as it was when Dewey wrote against them a century ago. (shrink)

This paper has two aims. One is to draw a distinction between two types of trust. The other is to argue for its applicability in academic discourse on educational policies. One of the two types of trust is ethical trust that rests on beliefs about others’ ethical virtues. The other is institutional trust that typically depends on law enforcement and economic incentives. Ideas about a social order based primarily on institutional trust have haunted political thought since the time of Thomas (...) Hobbes. Such ideas may seem realistic if we focus on business relations, where conformity to contractual terms suffices to meet the needs of all concerned. Intimate relationships rely more on ethical trust. In the first half of the paper the difference between these two types of trust is explained. In the final sections it is argued that successful schoolwork depends on ethical trust and that measures to make schools more reliable in the institutional sense, through supervision and accountability, need to be applied with caution. Such measures can undermine ethical trust because they, at least implicitly, question the moral integrity of teachers and school-heads. (shrink)

Abstract:One of the themes that runs through Dewey’s Experience and Education is an argument to the effect that education aims at self-control. The details of this argument reveal close affinity between Dewey’s philosophy of education and the ideals of the Enlightenment. They are also strikingly similar to John Locke’s thoughts about freedom and education published in the seventeenth century. Comparison of their texts shows that Dewey and Locke worked with similar distinctions between positive and negative freedom. They both saw freedom (...) and guidance as compatible, and conceived of self-control as dependent on autonomy-friendly habits instilled through education. (shrink)

On Ahl-i Hadīth and Islamic ethics; contributed articles.

La conscience, qui est un attribut de tous les êtres vivants, se développe, chez l’homme, en conscience de soi et personnalité. Dans le sommeil, l’hypnose et l’évanouissement reste seule la subconscience. Mais la conscience de soi disparaît aussi dans l’activité créatrice artistique, dans la contemplation du grand art, dans la concentration de la recherche scientifique, dans l’expérience émotionnelle de l’accroissement de pouvoir et dans la psychologie des foules. Dans des cas de ce genre, la connaissance de soi et la dualité (...) du sujet et de l’objet disparaissent, mais la personnalité humaine est plus harmonieuse et intégrée. Cette superconscience ou superpersonnalité supérieure est une et indivisible pour toute la race humaine : c’est le Moi social, dans lequel plongent nos moi séparés. (shrink)

Sodomy; lesbianism; Arab countries; history.

De origen francés y griego, el Dr. Alexandre Christoyanno-poulos creció en Bruselas aunque lleva viviendo en Reino Unido casi desde 1997. En University of Kent estudióEconomía, Relaciones Internacionales y Estudios Europeos, y por último, Ciencias Políticas y Religión. Comenzó a trabajar en University of Kent y en Canterbury Christ Church University. Desde septiembre de 2010 es profesor de Ciencias Políticas y Relaciones Internacionales en la Loughborough University. Ha publicado Christian Anarchism: A Political Commentary on the Gospel (2010); en 2014 (...) aparecerá su Leo Tolstoy’s Political Thought. Y ha editado un tercero: Religious Anarchism: New Perspectives (2009).Entre sus artículos destacan: “Jesus Christ against the Westphalian Leviathans:A Christian Anarchist Critique of Our Coercive, Idolatrous and Unchristian International Order”; “Leo Tolstoy on the State: A Detailed Picture of Tolstoy’s Denunciation of State Violence and Deception”; “Turning the Other Cheek to Terrorism: Reflections on the Contemporary Significance of Leo Tolstoy’s Exegesis of the Sermon on the Mount” y “Love, Justice, and Social Eschatology.”Si deseas conocer más acerca del trabajo del Dr. Alexandre Christoyannopoulos puede visitarse su página web. (shrink)

Alexandre Jollien poursuit sa quête philosophique d’une sagesse qui nous apporte la paix intérieure. Si la joie est le but, la voie royale pour la vivre, thème directeur de ces Pensées, est l’abandon ou, en termes bouddhistes, la « non-fixation ». Ne pas « fixer », c’est se débarrasser des représentations, étiquettes qui figent les autres, le monde en des identités immuables, et par là même laisser la vie être ce qu’elle est, ne rien vouloir changer, ne pas s’obstiner (...) contre, être ouvert au changement. Cela rend la perte vivable. Cela rend ouvert à l’autre, au monde. C’est aussi un chemin déterminant pour s’accepter, soi, tel que l’on est, même handicapé, travail permanent d’Alexandre Jollien, et source de ses livres. Chacune des 20 pensées réunies dans celui-ci est à la fois un remède et une méditation vivante sur les obstacles qui nous écartent de la joie, et les chemins qui nous y conduisent. L’abandon, l’amitié, la détermination, la fragilité, la gratuité, etc. : autant de voies qu’Alexandre Jollien s’efforce d’expérimenter au quotidien, puisant dans les petits événements, heureux ou malheureux, qui ponctuent sa vie (une rencontre, une réflexion de ses enfants, une querelle, une impatience, une angoisse...), les ressources pour les accueillir sans souffrance. Il esquisse ainsi « un art de vivre qui nous dépouille du trop et nous aide à trouver l’audace de danser joyeusement dans la ronde de l’existence ». (shrink)

A recent proposal by Norton (2003) to show that a simple Newtonian system can exhibit stochastic acausal behavior by giving rise to spontaneous movements of a mass on the dome of a certain shape is examined. We discuss the physical significance of an often overlooked and yet important Lipschitz condition the violation of which leads to the existence of anomalous nontrivial solutions in this and similar cases. We show that the Lipschitz condition is closely linked with the time reversibility of (...) certain solutions in Newtonian mechanics and the failure to incorporate this condition within Newtonian mechanics may unsurprisingly lead to physically impossible solutions that have no serious metaphysical implications. ‡I thank Steven Savitt of the Philosophy Department at the University of British Columbia for drawing my attention to the Lipschitz condition, and Alexei Cheviakov of the Mathematics Department at the University of British Columbia for useful discussions. †To contact the author, please write to: Department of Philosophy, University of British Columbia, Vancouver, BC, V6T 1Z1, Canada; e-mail: [email protected]. (shrink)

This collection of six essays centers on Professor Koyre;'s great theme: the relative importance of metaphysics and observation, with controlled experiment a kind of marriage between the two. Professor Koyre;'s thesis might be summed up as a claim that when one is seeking to explain the scientific revolution, attention must be concentrated on the philosophical outlook of the scientist and away from speculative theories. At the time of his death, Alexandre Koyre; was a professor at the Ecole Pratique des (...) Hautes Études (Sorbonne) and a memeber of the Institute for Advanced Study in Princeton. (shrink)

Alexandre Koyré. of the fixed stars is infinite commit a contradiction in adjecto. In truth, an infinite body cannot be comprehended by thought. For the concepts of the mind concerning the infinite are either about the meaning oftheterm "infinite,"  ...

Alexandre Koj_ve offers a systematic discussion of key themes such as right, justice, law, equality, and autonomy in which he presages our contemporary world of economic globalization and international law. Edited and translated by Bryan-Paul Frost, this is the authoritative English language edition of a monumental work in political philosophy.

ABSTRACTTraditionally, the objective of documentary filmmaking is to look and to teach—to add perspective on, by way of building knowledge about, issues of public concern. Cinema and media studies...

Self-regulatory processes have predominantly been linked to the study of academic achievement in terms of learning behavior, cognitive engagement, and specific academic performance measures. If poorly regulated, academic behavior can have repercussions on social adaptation. Motivational processes constitute the other key element in ensuring successful regulation, as studies indicate that self-regulation can effectively influence achievement outcomes if learners have positive beliefs about their personal ability to negotiate difficulties and work towards the desired learning outcomes. This book takes a critical look (...) at the role of self-regulatory processes and personal agency beliefs in academic and social self-regulatory functioning, providing the reader with theoretical understanding of the issues and lending empirical support to the relevance of these processes in the East Asian educational context. In this way, the study explores the extent to which self-regulation and personal agency beliefs can offer an alternative explanation for the academic performance of students. (shrink)

Cet article examine la place qu’occupent les réflexions sur la Planétarité en les situant par rapport à deux autres attracteurs, le Terrestre et le Global. Un certain nombre de positions idéologiques contemporaines sont ainsi comparées en fonction de leur situation vis-à-vis de ces trois opérateurs. L’élément central permettant de les distinguer n’est autre que leur rapport aux techniques. Nous proposons de dépasser la difficulté à politiser les enjeux techniques et planétaires en ayant recours au concept de communs négatifs.

The analysis of the circumstances in which Alexander Luria came to send letters to Kurt Goldstein sheds some light on the historical context of their existence. The documents show how strongly Luria and some of his colleagues were interested in Goldstein’s works in the early 1930s. These documents dating from the post Second World War years also testify to the beginning of the more than purely professional relationship between the two recognized neurologists (or neuropsychologists).

The singularity arising from the violation of the Lipschitz condition in the simple Newtonian system proposed recently by Norton (2003) is so fragile as to be completely and irreparably destroyed by slightly relaxing certain (infinite) idealizations pertaining to elastic phenomena in this model. I demonstrate that this is also true for several other Lipschitz-indeterministic systems, which, unlike Norton's example, have no surface curvature singularities. As a result, indeterminism in these systems should rather be viewed as an artefact of certain infinite (...) idealizations essential for these models, depriving them of much of their intended metaphysical import. (shrink)

" Alexandre est la joie. Celui qui n'a pas rencontré la joie, n'a pas rencontré Alexandre ", écrit Bernard Campan en ouverture de ce livre. A travers des extraits d'entretiens radiophoniques menés avec notamment Albert Jacquard et d'une conférence sur le thème de la résilience, Alexandre Jollien, tel un Socrate du XXIe siècle, fait part de son approche de la philosophie et met en œuvre son talent de passeur. Exégète des textes anciens, amoureux de la dialectique et (...) pédagogue averti, il nous fait comprendre la pensée de Spinoza et nous interroger avec Boèce. En forme d'écho, le comédien et réalisateur Bernard Campan, ami du philosophe suisse, évoque le cheminement de cette amitié sprirituelle avec une infinie délicatesse et une profonde pudeur. (shrink)

Avec Brilliant Imperfection, Eli Clare réussit à accomplir le même tour de force effectué près de vingt ans plus tôt avec son essai désormais classique Exile & Pride, soit de déployer finement une analyse intersectionnelle où le genre, la race, la classe, l'orientation sexuelle, les capacités-pour ne nommer que ces éléments-sont mobilisés pour explorer, dans ce troisième ouvrage de l'auteur, la notion de "cure." Tant par son contenu que son format non orthodoxe, qui allie mémoire et analyses historiques, auto-ethnographie et (...) critiques politiques, poésie et réflexions théoriques, Brilliant Imperfection défie les conventions et injonctions aussi bien des sociétés dominantes que des mouvements et études... (shrink)

In seventeenth-century Germany art and reality stood in a contradictory relationship to one another, and this contradiction was a fruitful one: it contained, in an undeveloped and indistinct form, the paths that art was to take in the centuries that followed. From the point of view of the history of culture, it is important to feel the basic contradiction of this period, the pledge of the developments of the future, even though the period itself perhaps suffered from this contradiction. We (...) ourselves will be helped in this direction—that is, towards the elucidation of the central contradiction of seventeenth-century art—by a few isolated comments and observations on the literary texts of the time. (shrink)

Nosso objetivo é discutir as condições e implicações do deslocamento realizado por Althusser entre a definção da filosofia como “teoria da prática teórica” e a definição da filosofia como luta e tomada de posição sobre o vazio. Levantamos a hipótese sobre se seria adequado aplicar à obra de althusser o conceito de ruptura ou corte epistemológico, o que nos permitiria compreender a passagem do materialismo dialético ao materialismo dos encontros ou aleatório como “revolução teórica” do próprio Althusser.

A interculturalidade crítica pretende colaborar na construção de uma sociedade mais justa, diversa, plural e democrática, contrapondo a monocultura que se formou no ocidente e que se espalhou por todo o mundo. A Ecologia dos Saberes parte da crítica a supressão dos saberes de povos e nações colonizadas, consideradas subalternas, marginais e subdesenvolvidas. Ambas perspectivas fazem críticas ao colonialismo como forma de dominação nas suas mais diferentes formas (saber, ser e poder), além de posicionar-se contra a ideia de uma cultura (...) hegemônica e universal da humanidade. Partindo do encontro e entrelaçamento desses dois posicionamentos, somos interpelados pela seguinte questão: como a interculturalidade crítica e a Ecologia de Saberes podem contribuir no enfrentamento ao multiculturalismo e ideia de uma epistemologia hegemônica universal? Metodologicamente, é um estudo qualitativo, histórico e documental inspirado em autores como Fornet-Betancourt (2004), Catherine Walsh (2013), Boaventura Santos (2010), Raimon Panikkar (2002) entre outros. O objetivo é analisar os principais pressupostos da interculturalidade crítica e Ecologia de Saberes como forma de enfrentamento ao multiculturalismo e a hegemonia epistemológica. Numa primeira leitura, é possível afirmar que ambas perspectivas são fundamentais para confrontar a tese de cultura e epistemologia hegemônica universal. ABSTRACT Critical interculturality aims to collaborate in the construction of a more just, diverse, plural and democratic society, countering the monoculture that was formed in the West and has spread throughout the world. The Ecology of Knowledge is based on a critique of the suppression of the knowledge of colonized peoples and nations, considered subaltern, marginal and underdeveloped. Both perspectives criticize colonialism as a form of domination in all its different forms (knowledge, being and power), as well as opposing the idea of a hegemonic and universal culture of humanity. Starting from the encounter and intertwining of these two positions, we are challenged by the following question: how can critical interculturality and the Ecology of Knowledge contribute to confronting multiculturalism and the idea of a universal hegemonic epistemology? Methodologically, this is a qualitative, historical and documentary study inspired by authors such as Fornet-Betancourt (2004), Catherine Walsh (2013), Boaventura Santos (2010), Raimon Panikkar (2002) and others. The aim is to analyze the main assumptions of critical interculturality and the Ecology of Knowledge as a way of confronting multiculturalism and epistemological hegemony. On first reading, it is possible to affirm that both perspectives are fundamental to confronting the thesis of universal hegemonic culture and epistemology. (shrink)

Les travaux d'Alexandre Matheron sur Spinoza et sur la philosophie de l'âge classique représentent un des points forts de l'école française d'histoire de la philosophie. Après Individu et Communauté chez Spinoza et Le Christ et le salut des ignorants, ces études complètent la vision du spinozisme et de son contexte, de ses racines et de sa signification historique. Elles traitent de tous les domaines du rationalisme classique : métaphysique, théorie de la connaissance, analyse des passions, éthique, politique et religion. (...) La méthode qui anime ces textes est celle d'une analyse structurale de la pensée philosophique : il s'agit de prendre au sérieux le caractère conceptuel des doctrines, leurs enchaînements argumentatifs, la rigueur et la cohérence de leurs catégories. Mais la considération de l'architecture d'un monument théorique ne se conçoit pas sans la biographie non de l'auteur mais de l'oeuvre : comment Spinoza est devenu Spinoza ; en d'autres termes, comment il a forgé sa pensée en traversant les arguments et les concepts de Machiavel, de Hobbes ou de Descartes pour arriver à des formulations de plus en plus spinozistes de son ontologie de la puissance. Le rationalisme absolu apparaît ainsi non seulement comme contenu des pensées étudiées mais aussi comme méthode d'histoire de la philosophie. Une démarche qui a donné des outils intellectuels à plusieurs générations de chercheurs et qui indique aujourd'hui le chemin pour pénétrer dans l'univers de la pensée classique. La seule façon rigoureuse de nous demander ce qui pour nous, de ces philosophies, est vrai. (shrink)

A Educação Continuada de professores é reconhecida como indispensável e fundamental para a qualificação dos processos de ensino e aprendizagem. Para tanto, neste estudo, levaremos em consideração alguns aspectos dessa temática. Em primeiro lugar, precisamos ter conhecimento das diretrizes que tratam da Educação Continuada de professores, ou seja, compreender de onde viemos e qual é a proposta das legislações nacional e internacional. Em segundo lugar, explanaremos e discutiremos conceitos teóricos que tratam da temática, em especial a visão de Gert Biesta, (...) o importante filósofo da educação. Finalmente, com base nos dois itens citados, entrelaçaremos considerações e indagações para uma Educação Continuada que possa fazer diferença no cotidiano dos professores. Portanto, o principal foco desta pesquisa é analisar, criticamente, essa educação dos professores, à luz das concepções propostas por Gert Biesta. Palavras-chave: Educação Continuada. Professores. Diálogo. Gert Biesta. (shrink)