En primer lugar, el autor de este documento presenta superficialmente las nueve iglesias del Magreb y, a continuación, describe las características que definen la forma de concebir y vivir la misión eclesiástica. El documento termina con algunas sugerencias y una conclusión clara: el diálogo interreligioso no es opcional, sino inevitable.

Algunos temas que contiene: Pedagogía de la contradicción. El significado didáctico y latinoamericano de Freire Interpretación temática La educación de adultos como un análisis educativo Teórico Practico Metodología educativa y liberación Reflexión educativa y cambio social La educación del adulto y la transformación cultural de los pueblos Educación popular: los últimos escritos, "los libros hablados" Entrevista Paulo Freire - Antonio Monclus (Sao Paulo, 16-18 de Abril de 1987) Educación de adultos - Educación popular: Aproximaciones teóricas Análisis político (...) de la sociedad latinoamericana Práctica y metodología educativa Teología de la liberación y compromiso cristiano Identidad latinoamericana y papel de España en América. (shrink)

Con la intención de aclarar el significado de la legalidad y de sus principios, el artículo desarrolla aquellos aspectos de la concepción del derecho de Lon Fuller que demuestran que legalidad y exterminio son incompatibles. Después, cuestiona los planteamientos defendidos por los iuspositivistas en el debate sobre el derecho nazi, porque se basan en una incorrecta identificación entre derecho y orden social, lo que lleva a los iuspositivistas a valorar el derecho exclusivamente en función de su utilidad para el gobernante (...) y no en función de lo que supone para los gobernados. (shrink)

RESUMEN. En este artículo es objeto de análisis la teoría fuerte de los derechos sociales, que es presentada como una teoría unificadora del fundamento, la estructura normativa y los procedimientos de garantía de los diversos tipos de derechos y, en particular, de derechos sociales y de libertad. La teoría es objeto de una serie de consideraciones críticas que apuntan a algunos de sus presupuestos éticos, a sus consecuencias político-constitucionales, a sus problemáticos efectos económicos, al modo en que reconstruye la estructura (...) normativa de los derechos que se considera deficiente y al modelo de garantía judicial propuesto para los derechos sociales que se reputa contraproducente. ABSTRACT. The topic of this article is the strong theory of social rights, which is described as an unifying theory on the grounds, the normative structure and the procedures for protecting different types of rights and, in particular, social rights and liberty rights. Some aspects of that theory are criticized, namely, some of its moral assumptions, its political and constitutional consequences, its troublesome economic effects, the way it presents the normative structure of rights which is considered flawed, and the model of judicial guarantee proposed for social rights which it is said to be counterproductive. (shrink)

Recensión de S. Sastre Ariza, Ciencia jurídica positivista y neoconstitucionalismo, McGraw Hill, Madrid, 1999.

Reseña de Porciello, Andrea. En los orígenes del neoconstitucionalismo. El antipositivismo de Lon. L. Fuller. (Trad. Celia Diéz Fuentes). Lima: Palestra Editores, 2019, pp. 316.

En reseña de: Marciani Burgos, Betzabé. Tolerancia y derechos. El lugar de la tolerancia en el Estado constitucional. Atelier, Barcelona, 2016.

En este artículo se analiza la relación entre el garantismo y el constitucionalismo y, paralelamente, entre el modelo institucional y político denominado “Estado constitucional de derecho” y ese mismo modelo en su versión garantista. La relación es delicada a causa del sobredimensionamiento social de las constituciones que los garantistas proponen, que implicaría tres riesgos. El primero es el incremento de las habilitaciones y funciones estatales que pudiera dar lugar a un fuerte estatalismo difícilmente compatible con el respeto a la individualidad (...) y la espontaneidad social. En segundo lugar, el carácter material y minucioso de las constituciones garantistas torna superfluas a la democracia y a la política. Por último, la pretensión de constitucionalizar lo que no son sino postulados ideológicos amenaza con convertir a la constitución en un instrumento político parcial y sectario, muy alejada del modelo de constitución abierta y plural que originariamente inspiró al Estado constitucional de derecho. (shrink)

Es mi intención como Editor recién estrenado de los Anales de la Cátedra Francisco Suárez hacer lo posible para que la revista siga siendo un foro de referencia en la reflexión filosófica sobre los problemas que plantea la organización política de la convivencia social. Han sido precisamente esa determinación y ese criterio los que han inspirado la elección del tema al que está dedicada la Sección Monográfica de este número: el populismo.Hasta hace relativamente poco, el populismo parecía un fenómeno singular (...) hasta la extravagancia, geográficamente remoto e ideológicamente tan extremo que lo normal era decretar su irrelevancia práctica. Sin embargo, tras la gran recesión iniciada en 2008, hemos asistido a una asombrosa irrupción populista. El populismo se ha manifestado de un modo especialmente intenso allí donde, en cierto sentido, era endémico; se ha extendido, con mayor o menor ímpetu y con distintas máscaras, por todos los rincones de Europa, hasta poner en peligro la continuidad del proyecto de integración europeo; y, como colofón, ha terminado afectando a países teóricamente vacunados frente al virus populista y considerados auténticas luminarias democráticas, como es el caso de los Estados Unidos y de Gran Bretaña, que han terminado sucumbiendo a los cantos de sirena populistas. Todas esas circunstancias justificaban, por sí solas, una indagación filosófica sobre el fenómeno populista. (shrink)

In daily academic life, students are exposed to a wide range of potentially stressful situations which could negatively affect their academic achievement and their health. Among the factors that could be weakened by academic stress, attention has been paid to expectations of self-efficacy, which are considered one of the most important determinants for student engagement, persistence, and academic success. From a proactive perspective, research on academic stress has emphasized the importance of coping strategies in preventing harmful consequences. In recent years, (...) there has been a growing interest in discovering the extent to which individuals are able to combine different coping strategies and the adaptive consequences this flexibility entails. However, studies using this person-centered approach are still scarce in the academic context. On that basis, this current study had two objectives: (a) to examine the existence of different profiles of university students based on how they combined different approach coping strategies (positive reappraisal, support seeking, and planning); and (b) to determine the existence of differences in general expectations of self-efficacy between those coping profiles. 1072 university students participated in the study. The coping profiles were determined by Latent Profile Analysis (LPA). The differences in the self-efficacy variable were determined using ANCOVA, with gender, university year, and degree type as covariates. Four approach coping profiles were identified: (a) low generalized use of approach coping strategies; (b) predominance of social approach coping approaches; (c) predominance of cognitive approach coping approaches; (d) high generalized use of approach coping strategies. The profile that showed that a greater combination of the three strategies was related to higher general self-efficacy expectations, and vice versa. These results suggest that encouraging flexibility in coping strategies would help to improve university students’ self-efficacy. (shrink)

En reseña de: De la Torre, Carlos. Populismos. Una inmersión rápida, Tibidabo Ediciones, Barcelona, 2018.

A paideia grega exigia, no homem perfeito, a kalokagathía (beleza física e beleza moral) e a areté que consistia no conjunto harmónico da primeira, mais o êxito. Em Creta, a civilização mais antiga da Grécia e o primeiro e mais brilhante exemplo de civilização europeia, foi descoberta por A. Evans (1900) e decifrada por Michael Ventris (1952) a escrita do Minóico Linear B. A escrita é a alma duma civilização, como a cultura é a mola propulsora da mesma. A civilização (...) cretense revela-nos, entre muitas outras coisas, uma autêntica ginecocracia ou predomínio feminino. Em Esparta, essa emancipação vai quase ao extremo da masculinização da mulher. Esta, em Atenas, vivia quase reclusa. Estava-lhe vedado sair à rua; frequentemente, eram os maridos que iam fazer compras. A educação da criança estava, em Atenas, a cargo dos pais; em Esparta, ao cuidado do Estado. E assim a consagrou Platão para as classes superiores e médias. Os estados gregos, mesmo os mais democráticos, eram tão ciosos da sua hegemonia, que se não fosse a paideia ou cultura a aglutiná-los, ter-se-iam desmoronado por fragmentação e rivalidade! /// La paideia grecque exigeait chez l'homme parfait la kalokagathia (beauté physique et beauté morale) et l'areté qui consistait en un ensemble harmonieux de la première, avec un plus de succès. En Crète, la civilisation la plus ancienne de la grèce et le premier et plus brillant exemple de civilisation européenne fut découverte par A. Evans (1900) et déciffrée par Michael Ventris (1952), l'écriture du Minoen Linéaire B. L'écriture est l'âme d'une civilisation, tout comme la culture en est le ressort propulseur. La civilisation crétoise nous révèle, parmi beaucoup d'autres choses, une authentique "gynécocratie" ou prédominance féminine. À Sparte, cette émancipation va jusqu'au bout de la masculinisation de la femme. Tendis qu'à Athènes, la femme vivait presque recluse. Il lui était défendu de sortir en rue et fréquemment c'étaient les maris qui allaient faire les courses. À Athènes, l'éducation de l'enfant était à charge des parents; à Sparte, elle était confiée à l'État; et c'est ainsi également que Platon l'a consacrée pour les classes supérieures et moyennes des citoyens. Les états grecs, même les plus démocratiques, étaient si avares de leur hégénomie que s'il n'y avait pas en la paideia ou culture pour les rassembler, ils se seraient écroulés par suite de leurs divisions et rivalités. /// Greek paideia demands in the perfect man kalokagathia (physical and moral beauty) and areté, which consists of harmony of the first, in addition to success. In Crete the most ancient civilization of Greece as well as the first brilliant example of European civilization the script of Minoico Linear B. Was discovered by A. Evans (1900) and deciphered by Michael Ventris (1952). Writing is the soul of a civilization, just as culture is its springboard. The civilization of Crete reveals an authentic gynocracy. In Sparta, this emancipation goes to the extent of masculinization of women, while — in Athens — they lived reclusively. It was forbidden to go out; frequently men did the shopping. In Athens the education of the children was the responsability of the parents, whereas in Sparta it was that of the State. Plato dedicated himself to the education of the upper and middle classes. The Greek States, even the democratic ones, were so concerned with their hegemony that, if were not for paideia as culture to keep them together, they ran the risk of breaking apart throught their intense rivalry. (shrink)

ENTREVISTA COM PROFESSORAS (ES) DE FILOSOFIA DO ENSINO SUPERIOR DO CEARÁ – BLOCO ICom: Ada Beatriz Gallicchio Kroef, Vicente Thiago Freire Brazil, Roberta Liana Damasceno Costa, Elizabeth Bezerra FurtadoPor: Antônio Alex Pereira de Sousa, Paulo Willame Araújo de Lima.

The interest of assigning homework is frequently discussed due to its alleged low impact on student achievement. One of the current lines of research is to emphasize the quality of student homework engagement rather than the amount of time spent on homework. The aim of this study was to determine (a) the extent to which students’ prior achievement affects their homework engagement (i.e., time spent, time management, and amount of teacher-assigned homework done), and (b) how students’ intrinsic motivation towards homework (...) may mediate or moderate the relationship between prior achievement and the homework engagement variables. A large sample of students from the first four years of Secondary Education (N = 1899) completed questionnaires. The results showed that intrinsic motivation partially mediates, but does not moderate, the effect of prior achievement on the three variables related to homework engagement (time spent, time management, and amount of teacher-assigned homework done). These results highlight the importance of considering both students’ current level of achievement and their motivation towards homework engagement when assigning homework. (shrink)

In the so-called digital culture, there is a constant presence of radical transformations on the cognitive and affective dimensions of the relations established among teachers and students. Upon this ubiquitous accessibility of information, the very historical and hierarchically verticalized relation between teachers and students has been increasingly questioned. Upon this situation, the authors in this article aim at stating that the revitalization of concepts developed by Paulo Freire, mainly the ones discussed in the books: ‘Pedagogy of Hope’, that sought (...) a re-encounter with ‘Pedagogy of the Oppressed’, ‘Extension or Communication’ and ‘Pedagogy of Freedom’ became essential to understanding how the relationship between teachers and students can be mutually re-signified. In these times of digital culture, we argue that the revitalization of the critical thinking proposed by Freire is able to foment a dialogical communication both in the pedagogical link shared by teachers and students and in the transformation of information into substantially and ethically experienced concepts. Such substantial and ethical experiences are the ones able to attest that the pedagogy of hope and the pedagogy of freedom are possible, provided they are constituted with the students and not for them. (shrink)

O presente artigo busca apresentar a perspectiva educativa de Paulo Freire a partir da relação com o personalismo de Emmanuel Mounier. O ponto de destaque em tal relação é a visão da construção de uma educação pautada na autonomia e na abertura à comunidade, uma educação não meramente técnica, mas que seja capaz de preparar o ser humano para o fazer e para o ser. Esta educação, segundo Paulo Freire, não pode esquecer a importância do Protagonismo do educando (...) no processo educativo, deve ser fundamentada no diálogo e sempre aberta a refletir a vida concreta que se manifesta no ambiente onde o processo educativo está se desenvolvendo. (shrink)

O presente artigo objetiva abordar a questão da atualização e formação docente centrada na alfabetização e letramento nos anos iniciais da educação básica no contexto de Cametá, cidade da região do Baixo Tocantins, no interior do Pará. O texto apresenta brevemente a realidade da Secretaria Municipal de Educação, órgão responsável pela formação dos(as) professores(as) da rede de ensino público municipal, e realiza uma análise sobre os percursos traçados pela gestão municipal de educação com relação às políticas públicas implementadas nos últimos (...) anos sobre alfabetização e letramento nos anos iniciais do ensino básico, destacando algumas ações do atual Programa Alfabetiza Pará. A realidade analisada foi permeada pela leitura dos autores Freire (1970, 1989), Soares (1998; 2004) e Cagliari (2006). Os resultados apontam que os programas de formação de profesores e professoras alfabetizadores(as) devem levar em consideração fatores indispensáveis como: contextualização da realidade local, aproveitamento dos recursos existentes, leitura do mundo precedendo/constituindo o processo de alfabetização nos anos iniciais da educação básica, entre outros. (shrink)

Ante la diversidad y complejidad que vivimos en las aulas se proponen tareas interesantes que involucren a los discentes en la importancia del trabajo diario y el compromiso personal para aprender los contenidos de la asignatura. El presente texto nace en el marco de un proyecto más amplio que indaga sobre el análisis de situaciones de aula en Formación Profesional (FP) desde un enfoque de investigación cualitativa. Esta experiencia se vincula con la teoría sociocultural de la enseñanza y siguiendo los (...) planteamientos de Freire toma como referente la reflexión y acción de las personas sobre el mundo para transformarlo. (shrink)

O presente artigo tem o objetivo de ampliar o debate acerca do direito à expressão artística para estudantes da rede pública de ensino como forma de construirmos oportunidades para uma educação emancipadora, as quais sejam inseridas no currículo, haja visto que a escola precisa estar articulada às práticas culturais e políticas da cidade. No que concerne à oportunidade e valorização de expressar-se por meio da Arte, seja a Pintura, a Literatura e outras modalidades, o Museu de Arte da Universidade Federal (...) do Ceará (MAUC) exerceu significativa contribuição para o encontro entre a escola e o patrimônio histórico-cultural da cidade, sobretudo no que tange às coleções do artista Descartes Gadelha, a partir das quais foram engendradas pesquisas e oficinas artísticas que permitiram a sensibilização do olhar para os invisibilizados da cidade, assim como suscitou a crítica para uma desnaturalização das desigualdades sociais de nossa tessitura social. Nesse sentido, pensar a escola e o processo democrático de aprendizado para a construção da “palavramundo” (Freire, 1990) pelos próprios educandos, é fomentar uma reflexão acerca do currículo enquanto um “território em disputa” (Arroyo, 2023), por ser ele o núcleo e o espaço central mais estruturante da função da escola. Por meio da “palavramundo” (Freire, 1990), verificamos um processo de recriação e produção de releituras de conhecimentos de nosso patrimônio histórico-cltural que interagem com experiências trazidas nas narrativas dos nossos estudantes, num processo de apropriação e transformação do qual resultam descobertas sobre a própria condição humana, que ampliam o próprio sentido do processo ensino-aprendizagem. (shrink)

Historicist and political reflection of Freire, gives us a deep look promising in the world. His conviction that oppressor and oppressed can liberate each other and together build a more just and equal, is embodied in education as an emancipatory praxis, which must be built into a dialogic relationship between teacher and learner. Paulo Freire's postulates it has influence of diverse intellectual currents and in this tour, we find a permanent invocation to Antonio Gramsci's contributions. La reflexión (...) historicista y política de Freire, nos entrega una mirada profundamente esperanzadora del mundo. Su convicción que opresor y oprimido se pueden liberar mutuamente y en conjunto construir una sociedad más justa e igualitaria, se materializa en la educación como una praxis emancipadora, la cual debe construirse en una relación dialógica entre educador y educando. Los postulados de Paulo Freire tienen influencia de diversas corrientes intelectuales y en ese recorrido, encontramos una permanente invocación a los aportes de Antonio Gramsci. (shrink)

Este trabalho tem por objetivo discutir o processo de cooptação ideológica em Antonio Gramsci e Paulo Freire. Procuraremos ver nas ponderações sobre a contradição Estado/Sociedade civil e sua relevância na disputa da hegemonia de classe em Gramsci e contradição entre teorias de ação dialógica e anti-dialógica em Freire, a possível associação entre suas perspectivas pedagógicas e ideológicas. Para tanto, abordaremos a questão da educação em Freire e Gramsci no intuito de ver nas concepções de intelectual orgânico (...) e do educador-educando dialógico aproximações entre os contrapontos desses autores à referidas contradições. (shrink)

The Routledge Handbook of Critical Pedagogies for Social Work traverses new territory by providing a cutting-edge overview of the work of classic and contemporary theorists, in a way that expands their application and utility in social work education and practice; thus, providing a bridge between critical theory, philosophy, and social work. Each chapter showcases the work of a specific critical educational, philosophical and/or social theorist including: Henry Giroux, Michel Foucault, Cornelius Castoriadis, Herbert Marcuse, Paulo Freire, bell hooks, Joan Tronto, (...) Iris Marion Young, Karl Marx, Antonio Gramsci and many others to elucidate the ways in which their key pedagogic concepts can be applied to specific aspects of social work education and practice. The text exhibits a range of research-based approaches to educating social work practitioners as agents of social change. It provides a robust and much needed, alternative paradigm to the technique-driven ‘conservative revolution’ currently being fostered by neoliberalism in both social work education and practice. The volume will be instructive for social work educators who aim to teach for social change, by assisting students to develop counter-hegemonic practices of resistance and agency, and reflecting on the pedagogic role of social work practice more widely. The volume holds relevance for both postgraduate and undergraduate/qualifying social work and human services courses around the world. (shrink)

En reseña de: PeñaFreire, Antonio Manuel.Legalidad y orden jurídico. El debate sobre la legalidad del exterminio nazi, Atelier, Barcelona, 2018.Esta reseña examina la última obra del profesor Antonio M. Peña Freire, Legalidad y orden jurídico. El debate sobre la legalidad del exterminio nazi, Atelier, Barcelona, 2018. En ella se exponen sus tesis fundamentales, se formulan breves observaciones críticas, se da noticia de la presentación del libro que tuvo lugar en Granada recientemente y se invita a su lectura (...) sobre la base de un juicio positivo de la obra. (shrink)

The goal of this essay is twofold. First, it provides a quick look at the foundations of modern relational mechanics by tracing its development from Julian Barbour and Bruno Bertotti's original ideas until present-day's pure shape dynamics. Secondly, it discusses the most appropriate metaphysics for pure shape dynamics, showing that relationalism is more of a nuanced thesis rather than an elusive one. The chapter ends with a brief assessment of the prospects of pure shape dynamics in light of quantum physics.

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.1 (2005) 104-108 [Access article in PDF] A Response to Estelle R. Jorgensen, "Four Philosophical Models of the Relationship Between Theory and Practice" Randall Everett Allsup Teachers College, Columbia University Each of the four philosophical models that Estelle Jorgensen has put forth contests, adheres to, or adjusts the hierarchical relationships between dualities, specifically the theory and practice of musical learning. The dichotomy model faces (...) binary associations head on, splitting existence however defined into dualisms like "this/that," "us/them," and "mind/body." Models of polarity, according to Jorgensen, accommodate dualities by buffering edges, emphasizing the interconnectedness of binary relationships. The fusion metaphor is exemplified by Paulo Freire's notion of praxis in which action and reflection are welded together to create hope for a new world, one free of the oppression and conflict that is inherent in binary relationships. The dialectical model is contrapuntal by nature, Edward Said would say.1This relationship highlights our postmodern devotion to différence by embracing the tension created through inclusion so that "this is with that," "we are with them and they are with us," and "mind is with body, just as body is with mind."2Perhaps there is a fifth model, a new kind of relationship where the oppositional or hierarchical nature of binaries co-exists peacefully without tension. [End Page 104] Such an arrangement is, I think, an outgrowth of capitalist democracy—it is, most especially, representative of our global, information age. This type of relationship is problematic philosophically, we will see, lacking as Jorgensen has outlined "logic evidenced in principles," "internal consistency," and "coherence within a unity or whole." Likewise for Bennett Reimer, this new mind-set fails the test of philosophical scrutiny, unconcerned as it is with a "reasoned, structured set of propositions."3 Whether philosophy or mind-set, this new arrangement has as much to do with freedom and free markets as it does with the particular conditions of both modernity and postmodernity.In the novel, White Noise, by Don DeLillo, the postmodern condition is represented in part by an "Airborne Toxic Event," a cloud of gas, Nyodene D, which floats above a tranquil All-American college town.4 A sense of crisis is felt, but felt obliquely and no one knows exactly what harm has been done. In Albert Camus' The Plague, by contrast, the disease that infests the North African town of Oran acts to awaken its citizenry, confronting the populace with the moral imperatives to fight or flee.5 Perhaps the metaphor of quarantine symbolizes the hard boundaries of modernism.Capitalism seeks to dissolve conflict. It operates silently, in the realm of social production, like a cloud of gas. Denise, Jack Gladney's daughter in White Noise, mumbles over and over in her sleep, "Toyota Corolla, Toyota Celica, Toyota Cressida...."6 There is a sense of ontological change, that the expanding reach of media, information, and technology rewires the way we think, the way we dream. Tensions are willed away. The expansion and survival of market shares, after all, depend on the peaceful erosion of boundaries—boundaries that demarcate what we learn, what we buy, and who we are.Questions about what this new system means—this new mind-set—are explored in a book called Empire by Michael Hardt and Antonio Negri.7 These writers posit a global world of communication, cooperation, and affect, where an increase in hybrids creates a kind of "omniversality" where the virtual, natural, and ideological converge.8 In the dialectical relationship that Jorgensen shares with writers like Paulo Freire and Maxine Greene, there is no acceptable synthesis, no peaceful co-existence, between oppressors and oppressed. While according to Freire, the oppressed may internalize or house characteristics of the oppressor. In the global world of capital, the oppositional nature of the Other is replaced by niches or fragments, dissolving differences into marketing opportunities, really. That the avant-garde no longer exists is proof of this new state.As the essentialist nature of the Other fades away... (shrink)

En la Psicología, las emociones que más se han estudiado son las emociones negativas, llamadas así porque generan una experiencia desagradable. Las más importantes son la ansiedad (ante situaciones de amenaza), la ira o enfado (ante un daño o perjuicio), y la tristeza (precursora de la depresión, se produce ante situaciones de pérdida).

Machine consciousness is not only a technological challenge, but a new way to approach scientific and theoretical issues which have not yet received a satisfactory solution from AI and robotics. We outline the foundations and the objectives of machine consciousness from the standpoint of building a conscious robot.

The ‘bat and ball’ is one of the problems most frequently employed as a testbed for research on the dual-system hypothesis of reasoning. Frederick (J Econ Perspect 19:25–42, 2005) is the first to envisage the possibility that different numerical arrangements of the ‘bat and ball’ problem could lead to different dynamics of activation of the dual-system, and so to different performances of subjects in task accomplishment. This possibility has triggered a strand of research oriented to accomplish ‘sensitivity analyses’ of the (...) ‘bat and ball’ problem. The scope of this paper is to test experimentally the specific hypothesis that numerals are responsible for the selective activation of the two systems of reasoning in this task. In particular, we argue that their role goes beyond and cannot be reduced to that of numbers conceived as magnitudes. To test our hypothesis, we devise an experimental setting in which the role of numbers (as magnitudes) is rendered irrelevant. We find experimental results consistent with our hypothesis. We further provide a link between the literature on mathematical problem-solving and that on mathematical cognition research, in particular that branch labeled embodied mathematical cognition. (shrink)

This article is an invitation to consider Paulo Freire’s Pedagogy of the Question as a text that leads the reader to consider the possibilities offered by the post-Covid 19 resumption of daily school life with children as a political act. Based on a conversation that Freire had with Antônio Faundez in 1985, this text encourages researchers and educators to consider ways of returning to school life in ways that are welcoming, responsive and loving in the wake of the (...) experience of “almost-exile” undergone during the covid-19 pandemic. It becomes necessary to think school life again from where the children truly are, restarting in full awareness of the adventures, the pains, the losses they have undergone, encouraging them to ask the questions that the pandemic experience has produced them, and to recognize the new forms of consciousness it has inaugurated. This paper explores the implications of the ideas found in the Freire-Faundez dialogue for this moment of reconstruction. (shrink)

This essay explores the mutual reinforcements between socioeconomic precarity and right-wing populism, and then envisions a politics that contests Trumpism through workers’ organizations that create alternatives to predominant patterns of subject formation through work. I first revisit my recent critique of precarity, which initiates a new method of critical theory informed by Paulo Freire’s political pedagogy of popular education. Reading migrant day laborers’ commentaries on their work experiences alongside critical accounts of today’s general work culture, this “critical-popular” procedure yields (...) a conception of precarity with two defining characteristics. First, precarity is socially bivalent: it singles out specific groups for especially harsh treatment even as it pervades society. Second, precarity constitutes subjects through contradictory experiences of time in everyday work-life, exacerbated by insoluble dilemmas of moral responsibility. Antonio Vásquez-Arroyo’s conception of “political literacy” and Bridget Anderson’s notion of “migrantizing the citizen,” in turn, help us understand how precaritization blocks workers from developing the critical dispositions toward time needed for democratic citizenship. This analysis then makes it possible to elucidate, in dialogue with Daniel Martinez-HoSang and Joseph Lowndes, how precaritized worker-citizenship facilitates the cross-class and multiracial appeal of Trumpism’s white supremacist discourse of national economic decline and resurgence, while normalizing the temporal affects of shock and violence characteristic of Trumpism, as theorized by Lia Haro and Romand Coles. Day laborers’ worker centers, I argue, refunction precaritized time, regenerate political literacy, and migrantize the citizen. A large-scale alternative to right-wing populism thus could emerge if the worker center network were expanded throughout the economy. (shrink)