The scientific community has debated the importance of “return” activities after ethnobiological studies. This issue has provoked debate because it touches on the ethics of research and the relationships with the people involved in these studies. This case study aimed to investigate community perception of an ethnobotany research project that was carried out in the semi-arid region of northeastern Brazil. Furthermore, we reported how the residents of this rural community felt about participating in the activities of “return” that arose from (...) the projects. Our findings demonstrate that “return” activities should be planned from the design phase of the research until its closure as a lifelong process that allows the communities involved to gradually take ownership of the information and actions that are being generated. Similarly, we argue that such activities must be negotiated with the people of the community so that they have decision-making power and autonomy to decide what is most relevant to their lives. (shrink)

The advent of the COVID-19 pandemic has profoundly transformed grief around the world. What are the impacts of context factors regarding the COVID-19 pandemic on dysfunctional symptoms of grief? This is a study with a qualitative approach, integrative review, whose article data collection was carried out in the following databases: Biblioteca Virtual de Saúde (BVS), Portal Brasileiro de Publicações e Dados Científicos em Acesso Aberto (Oasisbr), United States National Library of Medicine (PubMed), Scientific Electronic Library (SciELO) and Web of Science. (...) Thirty-three articles were selected for the analysis. The studies showed different results when the risk factors were detailed individually. However, the pandemic context proved to be a complex element that created vulnerability associated with grieving. Bioethics presents itself as a locus of interdisciplinary discussion for a more profound understanding of the complex specificities and, based on the social and political responsibility of Protection Bioethics to protect vulnerable populations, it is recommended to mental health professionals who intentionally explore the impacts of the pandemic on the grieving process. The suffering of people bereaved during the pandemic must be publicly recognized, offering safe spaces for reception and sharing. (shrink)

Este trabalho apresenta a experiência de uma abordagem interdisciplinar, desenvolvida na modalidade de pesquisa-ação, no atendimento ambulatorial a um grupo de 20 pacientes em tratamento da hepatite C. As especialidades envolvidas no projeto foram: assistência social, enfermagem, gastroenterologia, ..

Palavras Mágicas: solução instantânea para questões pedagógicas? Resumo: O objetivo desse artigo é analisar, com base no aporte teórico-epistemológico da hermenêutica objetiva, a presença, a razão e utilização das palavras mágicas no contexto escolar, especialmente nas relações estabelecidas entre os alunos e professores. Para tanto, o cartaz “Palavras Mágicas”, uma imagem captada em uma escola pública do ensino fundamental, no município de São Carlos – SP, em 2018, foi reconstruído empiricamente e interpretado por um grupo de pesquisadores brasileiros e um (...) estrangeiro. O significado histórico-cultural das palavras mágicas, bem como o questionamento acerca da pertinência da adoção de práticas “pedagógicas mágicas” na escola, foi contrastado com o sentido pedagógico da formação escolar. Os resultados da análise indicam que a pedagogia não pode ser praticada de forma mágica, mediante a instantaneidade e instrumentalização de suas ações, pois se assim o for, estaríamos decretando o fim da Pedagogia. Palavras-chave: Palavras mágicas; Pedagogia; Formação; Teoria crítica; Hermenêutica objetiva. Magic Words: instant solution to pedagogical questions? Abstract: The aim of this article is to analyze, based on the theoretical-epistemological contribution of objective hermeneutics, the presence, reason and use of magic words in the school context, especially in the relationships established between students and teachers. To this end, the poster “Palavras Mágicas”, an image captured in a public elementary school in the municipality of São Carlos - SP, in 2018, was reconstructed empirically and interpreted by a group of Brazilian researchers and a foreigner. The historical-cultural meaning of magic words, as well as the questioning about the pertinence of adopting “magical pedagogical” practices in school, were contrasted with the pedagogical sense of school formation. The results of the analysis indicate that pedagogy cannot be practiced in a magical way, by means of the instantaneous and instrumentalization of its actions, because if it happened, we would be decreeing the end of Pedagogy. Keyword: Magic words; Pedagogy; Formation; Critical theory; Objective hermeneutics. Palabras mágicas: ¿solución instantánea a cuestiones pedagógicas? Resumen: El objetivo de este artículo es analizar, con base en la contribución teórico-epistemológica de la hermenéutica objetiva, la presencia, la razón y el uso de palabras mágicas en el contexto escolar, especialmente en las relaciones establecidas entre estudiantes y docentes. Con este fin, el póster "Palavras Mágicas", una imagen capturada en una escuela primaria pública en el municipio de São Carlos - SP, en 2018, fue reconstruida empíricamente e interpretada por un grupo de investigadores brasileños y un extranjero. El significado histórico-cultural de las palabras mágicas, así como el cuestionamiento sobre la pertinencia de adoptar prácticas "mágicas pedagógicas" en la escuela, se contrasta con el sentido pedagógico de la formación escolar. Los resultados del análisis indican que la pedagogía no se puede practicar de manera mágica, por medio de la instantánea y la instrumentalización de sus acciones, porque de ser así, estaríamos decretando el fin de la pedagogía. Palabra clave: Palabras mágicas; Pedagogía; Formación; Teoría crítica; Hermenéutica objetiva. Data de registro: 13/09/2020 Data de aceite: 05/08/2021 Financiamento de Pesquisa: FAPESP. (shrink)

Este trabajo reflexiona críticamente sobre la construcción discursiva de la Patagonia como una distancia intersubjetiva, relativa, polisémica e histórica. En el análisis se distinguen las ideas de la región como territorio, unidad geocultural, geografía imaginaria, domicilio existencial y lugar de enunciación, y se señalan algunas de sus superposiciones y contradicciones conceptuales más frecuentes. Se problematizan las perspectivas esencialistas y folklorizantes de la región y su literatura, así como la inscripción de la Patagonia en las cartografías culturales nacionales y nacionalistas. This (...) work proposes a critical reflection about the discursive construction of the Patagonia as an inter-subjective, relative, polysemic and historical distance. In the present analysis, we distinguish between different ideas of the region, such as territory, geocultural unit, imaginary geography, existential residence and locus of enunciation, and we indicate some of its overlapping and more frequent conceptual contradictions. We criticize the essentialist and folklorist perspectives of the region and its literature, as well as the inscription of the Patagonia in the national and nationalistic cultural cartographies. (shrink)

Diante de uma crise sanitária mundial, a pandemia do COVID-19, iniciada em 2020, fez com a humanidade se reorganizasse, entrando em uma nova era. Os órgãos de saúde competentes, juntamente com as nações, expuseram suas preocupações, editando decretos e normativas a serem seguidas, com medidas rigorosas de isolamento social. E a Educação foi uma das áreas mais afetadas, por ser um dos pilares mais importante na sociedade moderna. A rotina que antes era totalmente presencial, passou a ser a distância, novas (...) ferramentas foram ganhando palco, as tecnologias entraram em cena, as mídias sociais passam a ser recursos, estratégias para novas abordagens, metodologias passaram a ser repensadas, reorganizadas, para oferecer uma educação de qualidade, mesmo em tempos de crise. E partindo dessa ideia, o presente trabalho visa discutir e compreender se toda essa mudança, essa troca de cenário de forma abrupta, e as estratégias conseguiram alcançar os objetivos propostos no processo de ensino-aprendizagem. A análise ocorreu em uma escola pública municipal da região norte de Cuiabá- MT, no período letivo de 2020 e 2021, sendo observadas o curso das disciplinas Arte e Educação Física, com um público de alunos variados, da pré-escola ao 3° ano do Ensino Fundamental I. (shrink)

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

O artigo se propõe a pensar o retorno dos adolescentes às escolas após a pandemia fazendo a articulação entre conceitos psicanalíticos e a importância da escola na transição que a adolescência representa para a constituição psíquica do sujeito. A partir de uma experiência de pesquisa-extensão em uma escola com estudantes do Ensino Médio, pensamos sobre como o laço social contemporâneo impacta os modos de subjetivação e a educação, relacionando-o ao mal-estar nos estudantes adolescentes nos contextos educativos brasileiros. Além disso, a (...) dimensão da temporalidade tanto a própria da adolescência, quanto da escola e da pandemia que lhe atravessam foram tomadas como direcionamentos sendo o artigo dividido três partes: tempo na pandemia, tempo da escola e o tempo da adolescência. (shrink)

The aim is to talk about the prohibition of the wearing of masks in peaceful manifestations. The freedom of the manifestation of thoughts and the manifestation of meeting are fundamental rights foreseen in the 5th article from the text of the Constitution from 1988. The prohibitions are capable of contradicting these fundamental rights. On the other hand, there is in the constitutional device of the freedom of the manifestation of thought the prohibition of anonymity. The research will approach the constitutional (...) limit of the freedom of manifestation of thought and its relation with the freedom of meeting. (shrink)

"Chronicles crucial period in recent Northeast history when Tasso Ribeiro Jereissati was in his first term as governor of Ceara and Ciro Ferreira Gomes was elected mayor of Fortaleza. Purely descriptive, yet valuable as a record of the popular administration that turned Ceara away from traditional clientelistic politics"--Handbook of Latin American Studies, v. 57.

Gómez de Lisboa fue uno de los más importantes representantes del escotismo del renacimiento italiano. En su Scriptum super Questiones Metaphisice Antonii Andree, a veces está en desacuerdo con las soluciones de Antoni Andreu y con sus interpretaciones de Escoto. Con este artículo, trato de presentar esos puntos de desacuerdo. Al hacerlo, espero contribuir a la comprensión del escotismo del renacimiento y proporcionar un buen ejemplo de la duradera influencia de Antoni Andreu.

Why is gauge symmetry so important in modern physics, given that one must eliminate it when interpreting what the theory represents? In this paper we discuss the sense in which gauge symmetry can be fruitfully applied to constrain the space of possible dynamical models in such a way that forces and charges are appropriately coupled. We review the most well-known application of this kind, known as the 'gauge argument' or 'gauge principle', discuss its difficulties, and then reconstruct the gauge argument (...) as a valid theorem in quantum theory. We then present what we take to be a better and more general gauge argument, based on Noether's second theorem in classical Lagrangian field theory, and argue that this provides a more appropriate framework for understanding how gauge symmetry helps to constrain the dynamics of physical theories. (shrink)

We are self-conscious creatures thrown into a world which is not of our making. What is the connection between being self-conscious and being related to an objective world? Descartes and Kant, in different ways and with different emphases, argued that self-conscious subjects must be related to an objective world. But many have worried about their starting points. ‘One should say it is thinking, just as one says, it is lightning’, the eighteenth-century philosopher, physicist, and aphorist Georg Christoph Lichtenberg writes. ‘To (...) say cogito is already too much as soon as one translates it as I am thinking. To assume the I, to postulate it, is a practical requirement.’ Lichtenberg raises a question here about our entitlement to think of ourselves as the agent of our thinking. Sometimes thoughts strike us like lightning. When this happens, we are their patient. It is central to our self-conscious lives that this is the exception: we are first and foremost the agents of our thinking. What right do we have to think of ourselves as such? The Practical Self argues that self-consciousness requires faith in ourselves as the agents of our thinking. But faith can be undermined and it can be sustained. And this provides us with a connection to the world since our faith in ourselves as the agents of our thinking is sustained by practices which relate us to other thinkers. Self-conscious subjects must have faith in themselves as thinking agents and it is our relations to the others which sustain this faith. Self-consciousness connects us to a world of others. (shrink)

Phenomenal particularism is the view that particular external objects are sometimes part of the phenomenal character of perceptual experience. It is a central part of naïve realist or relational views of perception. We consider a series of recent objections to phenomenal particularism and argue that naïve realism has the resources to block them. In particular, we show that these objections rest on assumptions about the nature of phenomenal character that the naïve realist will reject, and that they ignore the full (...) resources that naïve realism has to offer in explaining phenomenal character. (shrink)

O presente artigo tem como objetivo o estudo da ética da compaixão em Arthur Schopenhauer para que possamos chegar a um conceito de alteridade na sua filosofia. O ponto de partida é a concepção metafísica do mundo como Vontade e Representação, a partir do qual consideramos as possibilidades de uma ética não prescritiva, diferentemente de Kant, em que o reconhecimento do “outro” e da “Vontade” como coisa-em-si apresenta-se como o melhor caminho para as ações morais do homem, no sentido em (...) que este pode elevar-se à condição de “Bondade”, descrita por Schopenhauer sob as bases da “compaixão” e “Alteridade”. (shrink)

“Positivista feliz”ou “hipermilitante pessimista”? Sobre os atos de problematização em Michel Foucault1 Resumo: Através do escrutínio de duas noções centrais do pensamento de Michel Foucault – crítica e genealogia–, este texto elucida o conceito de problematização, dando ênfase a seu possível caráter performativo. Numa primeira parte, construímos uma perspectiva do que seria a tarefa do pensador crítico, para, num segundo momento, elucidar a diferença entre uma história das soluções e uma genealogia dos problemas. A provocativa interrogação do título remete a (...) duas atitudes aludidas pelo filósofo. Ao pensar os atos de problematização, esperamos fornecer uma posição acerca deles, e mostrar um modo particular do autor de moldar as noções centrais abordadas anteriormente. Palavras-Chave: Crítica. Genealogia. Atos de Fala. Filosofia. Problematização. 1 Financiamento de pesquisa: CNPq Michel Foucault: “Happy positivist” or “Hyperactivist pessimist”? On its acts of problematization: Scrutinizing two main notions of Michel Foucault’s thinking – Critique and Genealogy -, this paper elucidates the concept of problematization, with an emphasis in its hypothetical performative aspect. Firstly, we build a perspective on the task of a critical thinker to, in a second moment, elucidate the difference between a history of solutions and a genealogy of problems. The provocative question mark in title refers to two attitudes alluded by Foucault. Reflecting about acts of problematization, we hope to offer a position about them, and show the particular way of this author to shape those central notions approached before. Keywords: Critique. Genealogy. Speech Acts. Philosophy. Problematization. ¿"Positivista feliz" o "hipermilitante pesimista"? Sobre los actos de problematización de Michel Foucault Resumen: Mediante el escrutinio de dos nociones centrales del pensamiento de Michel Foucault – crítica y genealogía – este texto elucida el concepto de problematización, enfatizando su posible carácter performativo. En la primera parte, construimos una perspectiva del que sería la tarea del pensador crítico, para en un secundo momento, elucidar la diferencia entre una historia de las soluciones e una genealogía de los problemas. La provocativa interrogación del título remite a dos actitudes de Foucault. Pensando los actos de problematización, nosotros intentamos fornecer una posición acerca de ellos, y mostrar un modo particular del autor de moldar las nociones centrales abordadas anteriormente. Palabras clave: Crítica. Genealogía. Actos del habla. Filosofía. Problematización. Data de registro: 03/10/2019 Data de aceite: 27/05/2020. (shrink)

Resumo: O artigo enfoca duas questões abordadas pelo transhumanismo: imortalidade e longevidade. A primeira parte apresenta alguns contornos do programa transhumanista e a sua motivação. A segunda discute até que ponto a promessa de imortalidade não pode ser cumprida pela ideia de fazer o upload do cérebro na internet. A terceira parte se concentra na longevidade e mostra por que o programa transhumanista para idosos falha. Palavras-chave: Transhumanismo. Imortalidade. Longevidade. Upload de cérebro na internet.

RESUMO Um retorno ao ser aparece na contemporaneidade como uma via teórica importante para se pensar as possibilidades de uma política e de uma ética livres das conformações legadas pela história do Ocidente. É nesse sentido que Giorgio Agamben desenvolve em "O uso dos corpos" o que chamará de uma arqueologia da ontologia, buscando verificar se o acesso a uma ontologia ainda é possível nos dias de hoje. Partindo de Aristóteles, passando pela escolástica, até chegar a Heidegger, Agamben evidencia como (...) a divisão binária do ser - em duas experiências contrapostas e ao mesmo tempo dependentes - mantém-se como uma aporia no pensamento e na práxis ocidental. A ontologia, como lugar originário da articulação histórica entre linguagem e mundo, é então percorrida por suas fraturas, levando o filósofo a propor uma nova leitura do ser a partir do que entende como ontologia modal. A partir dessas ideias, busca-se investigar como essa articulação medial entre essência e existência, ser e ente, comum e singular - constituída sempre em devir - propiciaria uma nova perspectiva do ser, na qual ontologia e ética se confundem. ABSTRACT A return to the being emerges in the contemporaneity as an important theoretical way to think about the possibilities of a politics and an ethics free from the legacy bequeathed by the Western history. In this sense, Giorgio Agamben develops, in the book "The use of the bodies", what he calls an archaeology of ontology, seeking to verify if the access to an ontology is still possible nowadays. Starting from Aristotle, passing by the Scholastics, until arriving at Heidegger, Agamben highlights how the binary division of being - in two opposed and, at same time, dependent experiences - remains an aporia in Western thought and praxis. The ontology, as the origin of the historical articulation between language and world, is then traversed by its fractures, leading the philosopher to propose a new reading of the being from what he understands as modal ontology. From these ideas, we intend to investigate how this medial articulation between essence and existence, being and entity, common and singular -always founded in a becoming - would provide a new perspective of the being in which ontology and ethics end up mixed. (shrink)

Em busca da relação profícua entre Psicanálise e História, procura-se, neste artigo avaliar como Carlo Ginzburg, em sua trajetória intelectual e acadêmica, discutiu Freud e a Psicanálise à luz da Micro-História. Para tanto, a obra de Ginzburg Mitos, emblemas, sinais: morfologia e história tornou-se um manancial para esta busca. Nos capítulos Sinais: raízes de um paradigma indiciário e, principalmente, Freud, o homem dos lobos e os lobisomens, Ginzburg discute criticamente as interpretações de Freud sobre o seu caso clínico mais importante, (...) um paciente russo de nome Serguei Constantinovitch Pankejeff, conhecido como O Homem dos Lobos. Ginzburg não deixa de reconhecer a magnitude da obra de Freud, mas aponta suas limitações como não considerar suficientemente a formação cultural de seu paciente e dar um enfoque maior a individuação. Ginzburg permitiu, ainda, demonstrar em sua obra a importância da Psicanálise na elaboração do conceito fundamental à MicroHistória, o paradigma indiciário. (shrink)

O pensamento filosófico hispânico na segunda metade do séc. XX, potenciou um processo de emancipação cultural e filosófica mais profundas, que destacaram o sentido e o alcance de uma utêntica filosofia, no continente sul-americano. Com tomada de consciência da circunstância americana o que está em causa, é a procura e busca de uma autenticidade da razão latino-americana, a qual na análise que desenvolvo, só terá sentido se integrada numa dinâmica de integração cultural. Esta deverá sempre partir das circunstâncias próprias, e (...) desenvolvida a partir do respeito por um ethos vivencial comum. O presente estudo foi inspirado na obra de Carlos Beorlegui, intitulada Historia del pensamiento filosófico latinoamericano (2004), obra esta que nos apresenta uma visão geral da Filosofia latino-americana desde as cosmovisões pré-colombianas até às correntes filosóficas mais actuais, como é o caso da FL (Filosofia da Libertação), e a da pós-Modernidade ou pós-Colonialidade, comummente conhecida como interculturalismo. (shrink)

Dissertação: GOMES, Káthia Silva. Sob o sol de satã no interior mineiro: Fé e Liberdade em Bernanos. 2014. Dissertação – Pontifícia Universidade Católica de Minas Gerais, Programa de Pós-graduação em Ciências da Religião, Belo Horizonte.

Since the last war, one character of the political system in Belgium is the growth and the duration of the ministerial crisis. Some questions of public law appeared. How is it possible to maintain the continuity of the political and administrative action, without ministerial responsibility to Parliament, during the crisis? The Belgian Conseil d'Etat contributed, by the notion of the «affaires courantes», sort of general principle of public law, to give a solution to this problem.

The present paper is about the author’s current research on children’s education in urban contexts. It departs from the rising offer of programmes for school children in out-of-school contexts (e.g. museums, libraries, science centres). It asks what makes these practices educational (and not just interesting, entertaining and/or audience building). Based on Biesta ( 2006a , 2010 ) theory of education, the author frames and analyses the educational characteristics of, and possibilities of articulating, in and out-of-school educational practices. This paper aims (...) at understanding if the occasional outing from primary school premises promotes interruptions in the humanist foundations of school. In order to analyse relations between different institutions and professionals (to be) engaged in educational activities and programmes, Nóvoa ( 2002 , 2009 ) essays will be brought to the discussion, namely his conception of the ‘Public Space of Education’—as a space where culture, education, arts, sports and leisure are shared responsibilities, and where diverse institutions are networked aiming towards societal pluralism. I argue for the possibility of using cities’ public spaces as contexts with a worldly quality to complexify children’s education. Nevertheless, I draw attention to the unbearable educational lightness that these practices may carry if they do not go beyond the praise of chance; as well as to their unsustainable weight if they perpetually repeat school’s normal orders and add up rational discourses. (shrink)

This paper compares two logical conditionals which are strengthenings of the strict conditional and avoid the paradoxes of strict implication. The logics of both may be viewed as extensions of KT, and the two conditionals are interdefinable in KT. The implicative conditional requires that its antecedent and consequent be both contingent. The consequential conditional may be viewed as a weakening of the implicative conditional, insofar as it also admits the case in which the antecedent and the consequent are strictly equivalent (...) (either both necessary or both impossible). The two conditionals share a number of properties, among them Transitivity, Contraposition, Aristotle’s Thesis, Weak Boethius’ Thesis and Aristotle’s Second Thesis. They also share some restricted principles such as Possibilistic Monotonicity, Possibilistic Simplification and Possibilistic Right Weakening. They differ in relation to Identity, which is validated by consequential implication, while the implicative conditional only validates the restricted principle of Possibilistic Identity. The relations between the two conditionals are represented by two Aristotelian cubes of opposition, one involving the contrariety between If A, then B and If A, then ¬B, according to Weak Boethius’ Thesis, and the other the contrariety between If A, then B and If ¬A, then B, according to Aristotle’s Second Thesis. We also explore the relations between the two logical conditionals and natural language conditionals, emphasizing the dependence of the latter on the context, and the need to distinguish natural language conditionals which may be viewed as consequential or implicative, on one side, and concessive and some other types of conditionals, on the other. (shrink)

O presente ensaio visa apresentar de forma breve e modesta uma introdução à filosofia da mente, deste modo, abordaremos os seguintes tópicos: I) a relevância e a contribuição do dualismo para a filosofia da mente, posteriormente surgindo a reflexão sobre mente-cérebro; e, finalmente, II) o argumento do zumbi filosófico. A partir desta apresentação conclui-se que os tópicos levantados sobre a relevância do dualismo para a filosofia da mente e debate em torno do argumento do zumbi filosófico contribua para a inquietação (...) e investigação sobre a mente. (shrink)

O presente artigo tem por objetivo apresentar as contribuições da estética da existência em Foucault para o âmbito da educação. Inicialmente será apresentado, em linhas gerais, os três domínios de sua produção teórica: Arqueologia do Saber, Genealogia do Poder e Estética da Existência. Posteriormente, será exposto mais profundamente a terceira fase de sua obra, destacando as ideias acerca do conceito do Cuidado de Si e a sua relação com o ambiente escolar e a formação docente. A estética da existência caracteriza-se (...) como o terceiro domínio foucaultiano e concerne na ideia da vida como obra de arte, onde por meio das práticas de si, cuidado de si, governo de si, _parrhesía_ e exame de consciência o sujeito torna-se capaz de estilizar sua existência, moldando sua vida e sendo artesão de si mesmo. Os apostes teóricos que fundamentam a pesquisa, além do Michel Foucault, são: Veiga-Neto (2016), Brandão (2011), Barcelos, Rabelo e Rodrigues (2009), entre outros autores. Esses correlacionam a obra do Filósofo Michel Foucault com a Educação. A partir da relação estabelecida entre a Estética da Existência e a Educação, percebeu-se que a escola têm sido, desde a sua fundação até os dias de hoje, um espaço que prioriza a disciplina e a normatização. Portanto, faz-se necessário introduzir nesse espaço saberes que possibilitem um novo modo de formar os sujeitos para que esses sejam conscientes e desfrutem da sua liberdade, que por muitas vezes lhes é retirada. (shrink)

The historical formation of Brazil is distinguished from the majority of ex-colonial nations by one factor that is especially characteristic: an intense process of ethnic and cultural mixing. The Portuguese colonisers, who, unlike the English Puritans in North America, left their families and arrived in Brazil in small groups mainly composed of men, naturally tended to pair off with the women they found available - first of all indigenous women and later African women. There was nothing in Brazil to prevent (...) this spontaneous behaviour similar to the role played in the English colonies of North America by the strength of the family group or the strict religious observance of the community. Thus from the outset Brazil tended to accept racial mixing as a de facto reality. As Gilberto Freyre correctly noted in his book Casa Grande e Senzala:They mixed happily with women of colour from the very first contacts and many mixed-race children resulted, so much so that only a few thousand men were enough to colonize vast areas and compete with the greatest and most numerous peoples as regards the extent of the colonial territory and the effectiveness of colonizing activity. (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 Tratado da Felicidade (ou Tratado da Bem-Aventurança), escrito por Tomás de Aquino como parte de sua Suma de Teologia, procura determinar qual é o fim último da vida humana, ou seja, o bem supremo da vida humana, e quais são os outros bens que não podem ser isso de nenhum modo. Tomás mostra conhecer uma divisão tríplice dos bens do homem, que inclui os bens exteriores, os bens do corpo e os bens da alma. A estes Tomás acrescenta um (...) tipo de bem que podemos chamar de “intermediário”, na medida em que se situa acima do homem e abaixo de Deus, e consiste no universo e nos anjos. Certamente, Tomás se refere também a Deus. No entanto, há mais um tipo de bem que Tomás menciona neste Tratado. É o bem em comum, ou bem em geral. Neste artigo, procurarei mostrar como Tomás de Aquino trata desses seis tipos de bens no Tratado da Felicidade, e indicarei se esse tratamento confirma ou não algumas teses de alguns estudiosos de Tomás de Aquino, como, por exemplo, a tese de que o homem não tem nenhum fim último natural. (shrink)

In this collection of essays, several authors, belonging to different generations and philosophical traditions, discuss ample ethical and metaethical issues together with their relations to questions of applied ethics. The volume provides a wide account of some of the main topics in these fields, thus dealing with nearly everything that human beings hold as valuable. -/- Expert scholars and young researchers contribute to this virtual symposium, reframing the current philosophical debates about the definition and the history of the concept of (...) Naturalism, the different declinations of Kantian Constructivism, the functioning of Rational Choice Theory, the complex role played by Neuroscience in redefining the contours of ethical theories and bioethics, the puzzles of Deontic Logic, and the bases of Animal Ethics. -/- Divided into three sections, presented by comprehensive introductions by Sofia Bonicalzi, Leonardo Caffo and Mattia Sorgon, the present collection includes contributions by Martina Belmonte, Michele Borri, Luciana Ceri, Guglielmo Feis, Matteo Grasso, Andrea Lavazza, Sarah Songhorian, and Francesca Vitale. Each author develops a distinctive and independent position, while critically engaging with the central themes of contemporary reflection. -/- This new, major study will benefit moral philosophers, philosophers of science, and scientists concerned with bioethics, while at the same time stimulating and challenging anyone who is curious about the nature and the origins of ethical and metaethical enquiries. (shrink)

A proposta é repensar o famoso conceito de Nietzsche, vontade de poder. Procurou-se fazer isto de três maneiras: primeiro o conceito é visado a partir da etimologia da palavra. Depois algumas interpretações são expostas e então se procura, por fim, pensar o conceito a partir de seu texto de origem, a passagem “Do Superar a si mesmo” e outras que lhe precedem, na obra Assim Falou Zaratustra.