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)

In times of crisis, one of the areas heavily affected has been food, as a direct consequence of the damage caused to family farming and therefore to Food and Nutrition Security (SAN). Climate change, in turn, causes widespread crises, which, due to their impact on humanity, and above all, on SAN, provide complex humanitarian crises, worsening hunger. The military conflict imposes difficulties in access to food and production. This study aimed to critically describe the panorama of climate change and armed (...) conflicts in Africa, relating them to the pandemic of COVID-19 as a factor of aggravating the situation of food insecurity in African countries. A literature review study was carried out in various databases, journals and portals for this purpose, with emphasis on Google Scholar, CAPES and governmental portals. The results point to climate change, as being multicausal, and constitute a risk factor for agriculture and SAN, in African countries, characterized by the destruction of crops and the reduction of food availability. Armed conflicts makes difficult to produce and distribute food, especially for people who’s affected. (shrink)

Apresentação do Dossiês Psicologia, Saúde mental e Relações Étnicas.

Qual a influência exercida pela América Latina na construção do Relatório MacBride e na formulação das teses que embasaram a proposta de uma Nova Ordem Mundial da Informação e da Comunicação? A intenção deste trabalho é esclarecer o episódio histórico protagonizado pela UNESCO no ocaso da guerra-fria, ao focalizar as teses sobre a democratização da comunicação e discutir a significação daquela plataforma política na presente conjuntura internacional.

O preconceito e a discriminação contra pessoas com deficiência no contexto da maternidade e maternagem são frequentes na contemporaneidade. No entanto, é fundamental reconhecer perspectivas capacitistas - que negam às mulheres com deficiências físicas, sensoriais ou cognitivas oportunidades de constituírem famílias ou terem filhos - são infundadas e injustas. Embora desconstruído por histórias reais de mães com deficiência, tais discriminações não as impede de praticarem a maternagem. Este trabalho analisa representações da deficiência e da maternagem nas redes sociais, especificamente na (...) plataforma de mídia social Instagram. Para isso, analisamos o perfil @familiadaptada, criado por Suellen Gomes Calixto, que tem a doença de Charcot-Marie-Tooth, uma forma de distrofia muscular. Nossa análise objetivou compreender as experiências de uma mãe com deficiência - compartilhadas em seu perfil no Instagram - e os modos como esse conteúdo contribui significativamente para construirmos uma nova compreensão do que seria a maternagem vivenciada por pessoas com deficiência. Palavras-chave: Maternagem; deficiência; Instagram. Prejudice and discrimination against people with disabilities in the context of motherhood and mothering are prevalent nowadays. However, it is essential to recognize that ableist perspectives denying women with physical, sensory, or cognitive disabilities the opportunity to start a family or have children are unfounded and unjustified. This discrimination, although challenged by real stories of mothers with disabilities, does not necessarily prevent them from performing mothering practices. This work analyzes the portrayal of disability and mothering on social media, specifically on the social media platform Instagram. To accomplish this, we analyzed the profile @familiadaptada, created by Suellen Gomes Calixto, who has Charcot-Marie-Tooth disease, a form of muscular dystrophy. Our analysis aimed at understanding of the experiences of a mother with disability, shared on Instagram, and how this content significantly contributes to shaping a new concept of mothering for people with disabilities. Keywords: Mothering. Disability. Social Media. Instagram. (shrink)

Raramente um texto filosófico desperta uma polêmica como a que envolveu as Regras para o parque humano, do filósofo alemão Peter Sloterdijk. Neste artigo, examino esse texto, buscando identificar as razões para sua conturbada recepção, e proponho que, mais do que às conseqüências éticas da aplicação da genética à seleção e determinação das características da espécie, a polêmica se relaciona a um movimento mais profundo de distensão das férreas diretrizes político-intelectuais que governam, desde o pós-guerra, a interpretação da história alemã (...) recente.Seldom does a philosophical text raise such a controversy as the book Regeln für den Menschenpark by the German philosopher Peter Sloterdijk. This paper examines Sloterdijk's book and tries to identify the reasons for the explosive reaction it produced. I suggest that the controversy owes more to an intellectual weakening of the stringent guidelines that have dictated the interpretation of postwar German history than to fears of the ethical consequences of the application of genetics to select and determine the characteristics of the human species. (shrink)

Resumo: No início do capítulo XIII do Leviatã, Hobbes apresentou o princípio da igualdade original de poder entre homens como um princípio básico de seu sistema político, do qual todas as teses subseqüentes deveriam ser estritamente deduzidas como teoremas. Surpreendentemente, porém, quando Hobbes mais tarde chega à dedução da 9ª Lei de Natureza, ele parece estar tentando demonstrar o próprio princípio da igualdade a partir do qual todas as leis da natureza, inclusive a 9ª, devem ter sido supostamente derivadas. Meu (...) objetivo neste artigo é oferecer uma explicação para esta aparente circularidade, e meu ponto de partida é que devemos distinguir o papel do princípio da igualdade no capítulo XIII, que trata do estado de natureza, do contexto em que opera a 9ª Lei, que é o da sociedade civil. Mas embora esta distinção de contextos nos permita chegar, em cada caso, a diferentes medidas de desigualdade, vou argumentar que essa diferença situa-se inteiramente na métrica, e que a topologia básica da desigualdade na distribuição do poder original permanece a mesma em ambos os casos. Como resultado, vou propor que, ao contrário da opinião costumeira, a posição de Hobbes não difere essencialmente da de Aristóteles, quanto a serem os homens naturalmente desiguais quanto a suas capacidades mentais, embora as conseqüências políticas que cada filósofo extrai desta tese sejam radicalmente diferentes. Nesse sentido, para Hobbes, a 9ª Lei é o meio pelo qual esta desigualdade pode ser minimizada retoricamente para fins de estabilidade política.Palavras-chave: Hobbes - Desigualdade - Estado de natureza.: In the beginning of Chapter XIII of his Leviathan, Hobbes presented the principle of the original equality in power among men as a basic tenet of his political system, from which all the subsequent thesis were to be strictly deduced as theorems. Surprisingly, however, when Hobbes later arrives at deduction of the 9th Law of Nature, he seems to be trying to demonstrate the very principle of equality from which all laws of nature, including the 9th, should be purportedly derived. My aim in this paper is to offer an explanation of this apparent circularity, and my point is that we must distinguish the role of the principle of equality in the Chapter XIII, which deals with the state of nature, from the context in which the 9th Law operates, which is that of the civil society. However, although this distinction of contexts allows us to arrive at very different measures of inequality in each case, I will argue that this difference lays entirely in the metrics, and the basic topology of the inequality in the original distribution of power remains the same in both cases. As a result I will propose that, contrarily to the usual opinion, Hobbes's position doesn't differ essentially from Aristotle's as to men being naturally unequal as regards their mental abilities, though the political consequences that each philosopher extracts from this thesis are radically different. In this sense, for Hobbes, the 9th Law is the means by which this inequality can be rhetorically minimized for the purposes of political stability. (shrink)

ABSTRACT When Hume, in the Treatise on Human Nature, began his examination of the relation of cause and effect, in particular, of the idea of necessary connection which is its essential constituent, he identified two preliminary questions that should guide his research: For what reason we pronounce it necessary that every thing whose existence has a beginning should also have a cause and Why we conclude that such particular causes must necessarily have such particular effects? Hume observes that our belief (...) in these principles can result neither from an intuitive grasp of their truth nor from a reasoning that could establish them by demonstrative means. In particular, with respect to the first, Hume examines and rejects some arguments with which Locke, Hobbes and Clarke tried to demonstrate it, and suggests, by exclusion, that the belief that we place on it can only come from experience. Somewhat surprisingly, however, Hume does not proceed to show how that derivation of experience could be made, but proposes instead to move directly to an examination of the second principle, saying that, "perhaps, be found in the end, that the same answer will serve for both questions". Hume's answer to the second question is well known, but the first question is never answered in the rest of the Treatise, and it is even doubtful that it could be, which would explain why Hume has simply chosen to remove any mention of it when he recompiled his theses on causation in the Enquiry concerning Human Understanding. Given this situation, an interesting question that naturally arises is to investigate the relations of logical or conceptual implication between these two principles. Hume seems to have thought that an answer to would also be sufficient to provide an answer to. Henry Allison, in his turn, argued that the two questions are logically independent. My proposal here is to try to show that there is indeed a logical dependency between them, but the implication is, rather, from to. If accepted, this result may be particularly interesting for an interpretation of the scope of the so-called "Kant's reply to Hume" in the Second Analogy of Experience, which is structured as a proof of the a priori character of, but whose implications for remain controversial. (shrink)

Uma das abordagens que estuda o construto da motivação é a teoria da autodeterminação, que discrimina diferentes estilos motivacionais: desmotivação, motivação extrínseca e motivação intrínseca. Este estudoobjetivou identificar motivações de acadêmicos de um curso de Educação Física do estado São Paulo, Brasil, para participarem de uma capacitação em natação para pessoas com deficiência físicas, bem como a motivação para atuação como tutores desse mesmo grupo. Trata-se de um estudo qualitativo realizado por meio de entrevistas semiestruturadas. Participaram 20 acadêmicos do curso (...) de Educação Física,divididos em: capacitação teórica – CT e capacitação teórica associada a tutoria em natação adaptada-CTP. Após análise, as seguintes categorias e subcategorias foram estabelecidas: motivação extrínseca (objetivos ou ganhos futuros; decorrente de fatores externos e vinculada à recompensa ou punição) e desmotivação (sentimentos e percepções). Conclui-se que os principais fatores que motivaram os acadêmicos estiveram vinculados à motivação extrínseca. (shrink)

Objetivou-se estratificar fatores de risco para doenças cardiovasculares (DCV) em dez anos em jogadores de basquetebol em cadeiras de rodas. O percentual de risco cardiovascular foi estratificado pelos escores de Framingham (ERF) e de Risco Global (ERG). Dos treze jogadores avaliados, 38,46% apresentava sobrepeso e obesidade e 77%, alterações na porcentagem de gordura corporal e na circunferência abdominal. O ERF identificou 15,38% dos jogadores com risco intermediário para desenvolvimento de DCV e pelo ERG, 15,4% dos homens apresentava risco intermediário, 7,7% (...) alto risco por diabetes e 7,7% muito alto risco por doenças ateroscleróticas. Os resultados de composição corporal demonstram uma predisposição para desenvolvimento de DCV, sendo que o ERG identificou indivíduos com alto risco e muito alto risco. Conclui-se que a identificação dos fatores de risco é útil para que ocorra uma maior prevenção das DCV e aconselhamento adequado sobre adoção de hábitos de vida saudáveis por esses indivíduos. (shrink)

This paper presents the epistemological proposal of Helen Longino, a philosopher of science who understands scientific knowledge as an unfinished result and who takes into account the context for its realization, the subjects who do science, the importance of criticism as a tool for the improvement of knowledge and science. The normative values that this author postulates are presented, and they are compared with the proposal of Thomas Kuhn, in order to make explicit a novel and alternative proposal to traditional (...) science, which takes into account other perspectives to improve the conduct of scientific activity, and the democratization of it. (shrink)

Inicialmente restrita aos muros escolares, a violência entre alunos passou a se manifestar também de forma online, por meio de redes sociais, estabelecendo a expressão cyberbullying. Sob esta perspectiva, há um consenso na literatura da área, de que cabe à escola se posicionar e assumir o compromisso de inibir estas práticas e estimular o convívio pacífico entre os alunos, dentro e fora da escola. Apesar da relevância da questão, a temática do cyberbullying ainda é pouco estudada de forma empírica. Observa-se (...) uma lacuna de informações no que se refere aos atores que podem atuar como agentes de prevenção e controle a este tipo de violência, os professores. Este estudo tem como objetivo analisar a influência da preocupação dos professores no envolvimento da escola frente às práticas de cyberbullying. Para isso, foi realizada uma pesquisa junto a 112 professores de ensino fundamental e médio de escolas públicas e privadas do município de Blumenau/SC. Os dados foram analisados por meio de análise fatorial exploratória e equações estruturais. Os resultados indicaram que os professores demonstram maior preocupação quando percebem que o problema do cyberbullying é real e afeta os alunos. Quanto ao envolvimento da escola, verificou-se a necessidade de se estabelecer parcerias entre as instituições de ensino e a comunidade, promover assembleias alusivas ao tema nas escolas e fornecer aconselhamento aos jovens no próprio ambiente escolar. Por fim, observou-se que a preocupação dos professores com as práticas de cyberbullying influencia a sua crença de que o envolvimento da escola é importante, despertando a necessidade de posturas mais proativas para o combate a este malefício. Palavras-chave: Cyberbullying. Escola. Professores. (shrink)

In this Interview, Professor Robert B. Brandom answered ten detailed questions about his philosophy of Rational Pragmatism and Semantic Expressivism, grouped into four topics. 1. Metaphysics and Anthropology, 2. Pragmatics and Semantics, 3. Epistemic Expressivism and 4. Philosophy of Logic. With his careful answers Professor Brandom offers many additional insights into his rigorously constructed account of the relationship “between what we say and think, and what we are saying and thinking about” around the human practice of asking for and giving (...) reasons. A final, additional question pointed at a principal motivation for putting together the present issue: how to reconcile Wittgenstein’s assertion that philosophy must not proffer any theories with the very explicit system of explanations Brandom has constructed. This same issue is addressed to some extent already in Professor Brandom’s new article contained in this issue, but his answer, asserting that he does not proffer a theory but only makes explicit what is already there, might be seen as an unambiguous statement of the continuous presence of a contested Wittgensteinian principle in Brandom’s work. (shrink)

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

Esta propuesta se inscribe en el marco de análisis y comprensión de los procesos de subjetivación contemporáneos como maneras de imponer una esencia a una existencia. Puesto que hemos sido edificadas con las imágenes de otros, las mujeres hemos debido construirnos cada una con ellas. Siendo muy diversos los desenlaces de esta construcción, somos sin embargo parecidas al compartir una particular manera de vínculo: la experiencia que denomino del deseo de ser. Estando siempre sin hacer, somos siempre siendo y, aunque (...) dadas ya por hechas, cada mujer es el resultado de un tremendo esfuerzo y paciencia cuya resolución permite vivir. (shrink)

As coleções paleontológicas representam uma herança natural e cultural, que deve ser salvaguardada em acervos institucionais. Dentre elas, destaca-se a Coleção de Paleovertebrados do Departamento de Geologia e Paleontologia do Museu Nacional (DGP-MN), que sofreu uma considerável perda, em decorrência do incêndio sofrido por este museu em 2018. Uma forma de recuperar as informações históricas e científicas desta coleção está em seu registro iconográfico. Nesse contexto, o presente trabalho inventaria e ilustra o acervo, que ficou conhecido no Departamento de Geologia (...) e Paleontologia do Museu Nacional como “Coleção Cope”. Trata-se de uma centena de vertebrados fósseis que foram enviados, sob a forma de empréstimo, ao paleontólogo norte-americano Edward Drinker Cope (1840-1897), no final do século XIX, para identificação e descrição. Grande parte desta coleção foi obtida durante a construção da Estrada de Ferro da Bahia ao São Francisco, inaugurada em 1860. A implementação e consequente ampliação da rede ferroviária no Brasil, no final do século XIX, trouxe não só crescimento econômico, como possibilitou a formação de muitas coleções paleontológicas, uma vez que os cortes abertos nos terrenos para a construção das estradas de ferro revelaram o registro fossilífero, como é o caso da “Coleção Cope”. Se esta não mais existe fisicamente, ao menos a listagem e o registro iconográfico aqui apresentados poderão revalidá-la para a paleontologia brasileira. (shrink)

Este artigo abordará as relações entre o esporte, a comunicação e a cultura por ocasião da Copa do Mundo da FIFA 2014, realizada no Brasil entre junho e julho daquele ano. Analisaremos o discurso do jornal norte-americano The New York Times, a fim de identificar a maneira com que o periódico retratou esse evento em suas páginas. Nossa abordagem procurará verificar se um dos mais prestigiados jornais estrangeiros reproduz determinadas formas recorrentes de construção da identidade brasileira, as quais apontariam para (...) um “estilo brasileiro de jogar futebol” ou para a ideia de que o Brasil seria “o” “País do futebol”, lugares-comuns que vêm sendo estabelecidos por uma perspectiva de brasilidade essencialista e homogeneizadora. (shrink)

“Eu Pedagoga Memoriando: depois do dito e revivido, quem sou agora ‘Amadurecida’?” completa a “trilogia” iniciada no Projeto de Experiências Criadoras na década de 90 junto a discentes e egressos de Pedagogia da Universidade do Estado da Bahia/UNEB. O vol. nº 03 se constitui como artigo conclusivo rodeando as mesmas inquietações, cuja provocação se deu na pergunta problema: “pensando em episódios como preconceito, discriminação, intolerância “qual dentre os fatos mais marcantes da sua vida acadêmica e/ou familiar, teve grande impacto e/ou (...) interferiu no rumo da sua existência?”. Para respondê-la, recorremos às narrativas autobiográficas, enfatizado o relato de uma egressa implicada com o UC’S, nomeada como ‘Amadurecida’ junto ao tensionamento de clássicos e contemporâneos, como Freire ; Marques ; Evaristo e Medeiros que nos ajudaram a compreender a sua convicção de que o processo de crescimento não se finda, e se soma a caminhada formacional que intervém como estratégia de retomada da direção que definiu para a sua vida. (shrink)

Após a obrigatoriedade da educação sexual (ES) nas escolas portuguesas em 2009, pretendemos conhecer que perspectiva têm os professores ( N = 307) sobre a ES. Através de um questionário on-line , analisado através de estatística descritiva e de análise factorial e inferencial, avaliámos as atitudes gerais sobre a ES, o conhecimento, o conforto e a disponibilidade para a ensinar, a importância atribuída a diversos tópicos de ES e o nível de escolaridade em que devem ser introduzidos. Os professores revelaram (...) atitudes ainda mais positivas do que em estudos anteriores. Consideraram ter um conhecimento, um conforto e uma disponibilidade moderados, realidade que se mantém inalterada na última década. Ao contrário de estudos anteriores, o início da ES foi proposto mais precocemente, entre o pré-escolar e o 5º ano.1 A perspectiva de ES defendida revela um modelo médico-preventivo, valorizando-se mais a saúde sexual e menos o comportamento sexual e as questões de género. A percepção de formação considerada suficiente, a erotofilia e pontualmente o sexo feminino destacam-se na adopção de uma perspectiva abrangente de ES. A análise de resultados foi, sempre que possível, comparada com resultados de estudos similares realizados no Brasil. (shrink)

Apart from emphasising Professor Humberto Baquero Moreno's vast scientific pro- duction, as well as his remarkable enthusiasm for teaching, an activity he never abandoned even when he was given the opportunity to do so, this brief intervention is also a tribute to his relevant services to the Portuguese culture, as director of the Oporto's District Archives and National Archives of "Torre do Tombo", as well as his dedication to the administration, scientific research and internationalisation of the Faculty of Arts and (...) their relevance for the whole University of Oporto. (shrink)

Desde seu início, em 2020, a pandemia da Covid-19 acarretou diversos desafios no cotidiano. No campo da educação não foi diferente, pois os educadores precisaram repensar concepções mais amplas da formação continuada. Nesse contexto, o estudo procura analisar os desafios e as possibilidades para a formação continuada de profissionais da educação na perspectiva da autorreflexão colaborativo-crítica. Para isso, fundamenta-se na teoria de Jürgen Habermas por meio de duas concepções: a racionalidade comunicativa e a mediação teoria e práxis. Nesse processo, tomamos (...) os argumentos dos profissionais participantes de grupo de estudo-reflexão a partir de suas demandas, dos processos de aprendizagem e das ações de mudanças. Ações e análises dialogam e sustentam-se entre os referenciais teórico-metodológicos embasando os processos, contemplando a aplicação da espiral autorreflexiva de observação, planejamento, ação e reflexão e o delineamento e teorização das funções mediadoras na relação teoria e prática, quais sejam: elaboração/formação dos teoremas críticos; organização dos processos de conscientização e aprendizagem; e a condução da luta política, seleção das estratégias apropriadas e solução de questões táticas, sendo essas categorias o modo como se organizaram os dados. Como resultados observamos novas possibilidades para formação continuada abarcando mais formandos e ampliando a colaboração entre pesquisadores, além da intenção dos formandos/cursistas de mudar ou transformar suas práticas em ações efetivas em seus lócus de atuação. (shrink)

Este artigo objetivou identificar, por meio de documentos e relatos de professores da Secretaria Municipal da Educação de Palmas, os indícios de prática criativa e inovadora no processo de formação continuada dos professores dos anos iniciais do ensino fundamental. Este trabalho caracteriza-se como abordagem qualitativa, com caráter exploratório. Os procedimentos técnicos adotados para a realização deste estudo incluem revisão bibliográfica, análise documental e pesquisa de campo. Muitos estudos vêm sendo realizados sobre a formação continuada de professores, sobretudo no que se (...) refere às práticas pedagógicas educacionais que os sistemas de ensino desenvolvem para efetivação dessa formação, haja vista que a sociedade contemporânea reivindica constantemente mudanças na prática educativa brasileira. Percebe-se que o professor criativo busca compreender as dificuldades, bem como suscita o desejo pelo desconhecido. Dessa forma, é fundamental que haja mudanças nas práticas metodológicas, que estas incorporem a criatividade no processo de ensinar, sendo imprescindível a percepção docente, que o conhecimento é um contínuo aprender. Na análise documental e nas entrevistas realizadas, ficou visível que a inovação ainda está relacionada às novas tecnologias, não que este fator não seja importante para mudanças nas práticas pedagógicas, porém, é fundamental que essa concepção vá além desse aspecto. Nesse contexto, deduz-se que são imprescindíveis práticas pedagógicas pautadas na dimensão global do sujeito. Essa ação requer disposição do educador no processo de ensino e aprendizagem que ultrapasse a forma linear e fragmentada de ensinar e aprender. Portanto, ao investigar as experiências pessoais e educacionais de professores, buscou-se evidenciar a memória e a subjetividade desses sujeitos, no sentido de desvelar possibilidades de ações criativas e inovadoras no processo educacional. Palavras-chave: Memória de professores. Inovação e criatividade nas práticas pedagógicas. Formação continuada. História oral. (shrink)

La vulneración de derechos en la atención sanitaria en Latinoamérica representa una problemática creciente que afecta la calidad de los servicios y la equidad en la salud. Este estudio tiene como objetivo analizar las principales causas y consecuencias de la violación de derechos en los sistemas de salud de la región, enfocándose en los derechos humanos, el acceso a la atención médica, la discriminación y la corrupción. Se realizó una revisión bibliográfica que incluye legislación, artículos que abordan la temática y (...) sentencias sobre la vulneración del derecho a la atención sanitaria. Los resultados indican que las vulneraciones más frecuentes incluyen la falta de acceso a servicios adecuados, el trato desigual hacia poblaciones vulnerables y la carencia de recursos. Se concluye que es urgente implementar reformas estructurales en los sistemas de salud de Latinoamérica para garantizar la protección efectiva de los derechos humanos y mejorar la calidad de la atención sanitaria. (shrink)

Este livro é uma homenagem aos professores Edmilson Borborema, Esman Dias e Marli Hazin, do Departamento de Letras da UFPE, das áreas de língua, literatura e língua inglesa Para que a obra tivesse o ar acadêmico eclético desses professores, ela conta com artigos de linguística e de literatura, tanto em português quanto em língua estrangeira, trazendo temas diversos dessas áreas, agrupados em três eixos- ensino de línguas, leitura e produção de texto e literatura Essas duas áreas não são tratadas só (...) isoladamente, cada uma nos seus interesses e particularidades, mas também o entrelaçamento dessas duas áreas é contemplado, sobretudo nos artigos que abordam obras literárias e traduções literárias. (shrink)

The embodiment approach has shown that motor neural networks are involved in the processing of action verbs. There is developmental evidence that embodied effects on verb processing are already present in early years. Yet, the ontogenetic origin of this motor reuse in action verbs remains unknown. This longitudinal study investigates the co-occurrence of manual verbs and actions during mother-child daily routines when children were 1 to 2 and 2 to 3 years old. Eight mother-child dyads were video-recorded in 3-month intervals (...) across 12 months, and the timing of verbs and manual actions were coded by independent observers. Results showed that the probability of matched verb-action co-occurrences were much higher than that of random co-occurrences for Group 1 and Group 2, respectively. The distributions of the verb-action temporal intervals in both groups were quite symmetrical and skewed with the peak corresponding to both 0.00 s synchronic intervals and the shortest +5 s interval. Mother-led instances occurred in both groups whereas child-led instances were restricted to Group 2. Mothers pragmatically aligned their verbal productions, since they repeatedly used those verbs they shared with their children’s repertoire. In conclusion, the early multisensory communicative and manipulative scene affords grounding of verb meanings on the ongoing actions, facilitating verb-action pairing in the realm of social interactions, providing a new dimension to the prevailing solipsistic approach to embodiment. (shrink)

Desde la Revista “Derechos y Libertades” se nos convoca a dar nuestra opinión sobre los desafíos a los que se enfrenta el actual discurso de los derechos humanos. La cuestión planteada nos remite a la historicidad del propio concepto de derechos humanos, que no puede sustentarse sobre una razón abstracta, sino sobre una concepción evolutiva, diversa e intercultural del ser humano y de la sociedad. Desafíos han existido siempre y son amplios, pero quizá ahora estamos en un momento de importantes (...) cambios tecnológicos y transiciones energéticas, que demandan un enfoque ético, político y jurídico, para poder intervenir sobre los nuevos conflictos sociales que se derivan de su aplicación. (shrink)

Los niveles de evidencia en salud surgieron, en el siglo XX, en el ámbito de la medicina basada en la evidencia, que buscó y busca integrar la mejor evidencia científica disponible con la experiencia clínica de los profesionales de la salud y la experiencia de los pacientes como método para guiar las decisiones clínicas y mejorar los resultados de salud. Sin embargo, las críticas asociadas al uso de niveles de evidencia en salud se centran en simplificar el enfoque, priorizar métodos (...) cuantitativos, desconocer el contexto social y cultural de la atención, la insuficiencia de su uso para enfermedades y condiciones complejas como la salud mental, las enfermedades raras y los cuidados paliativos. Tales críticas y reflexiones dilucidan los desafíos y demandas asociadas a la implementación de niveles de evidencia en salud, que serán objeto de análisis en este estudio teórico. Con base en lo anterior, las conclusiones del presente estudio se centran en proponer posibilidades de implementación de niveles de evidencia desde la perspectiva del siglo XXI, lo que vislumbra una revisión de los niveles de evidencia actuales así como el desarrollo de un nuevo modelo de revisión sistemática denominado, por ahora, una revisión sistemática mixta, viva y contextualizada. (shrink)

En este artículo se describe y comenta la concepción que Vico dejó entrever a lo largo de su obra acerca de las funciones que debería desarrollar un verdadero educador. Al rastrearlas y contemplarlas insertas dentro del conjunto de su teoría filosófico-pedagógica, es inevitable encontrar en ellas, con entusiasmo, suficientes visos de modernidad (bidireccionalidad comunicativa, no-directividad, utilidad social, paidocentrismo, humanismo ...) como para reivindicarlas y destacar con justicia su actualidad.

RESUMENLejos de romper con el idealismo absoluto de Hegel, la filosofía francesa contemporánea parece asegurar su continuación. En efecto, el nuevo concepto de identidad mediante el cual la especulación hegeliana superó la rigidez inmóvil de la sustancia y la lógica bipolar del pensamiento representativo, ha sentado las bases especulativas de lo que el pensamiento francés reinscribe hoy bajo las categorías de diferencia, repetición, diseminación, imposibilidad, exceso, paradoja, instante, etc. El eterno retorno de lo mismo, el acontecimiento que sobreviene a la (...) finitud y la aporía de una contradicción realizada son otros tantos nombres con los cuales la «escuela de la diferencia» reclama la racionalidad de una Aufhebung, que desborda y contiene toda discriminación abstracta.PALABRAS CLAVESIDENTIDAD, DIFERENCIA, OPOSICIÓN, MEDIACIÓNABSTRACT Far from breaking with Hegel’s Absolute Idealism, French Contemporary Philosophy seems to ensure its continuity. In fact, the new concept of identity through which the Hegelian speculation overcame the immovable rigidity of substance and the bipolar logic of representative thought, has settled the speculative base of what nowadays French Philosophy includes again under the categories of difference, repetition, dissemination, impossibility, excess, paradox, instant, etc. The eternal return of the same, the event that happens to finite and the aporia of an actual contradiction are different names through which the «school of difference» claims the rationality of Aufhebung, which overflows and contains all abstract discrimination.KEY WORDSIDENTITY, DIFFERENCE, OPPOSITION, MEDIATION. (shrink)

Resumen El articulo lleva a cabo una reflexión propositiva sobre la concepción y el concepto de violencia contra las mujeres. Su objetivo es reparar en la importancia de reforzar la dimensión de justificación y fundamentación de la categoría y poner el acento en sus elementos basilares e irrenunciables que a su vez pueden constituir propuestas de avance en su interpretación y aplicación. Volver sobre los presupuestos adecuados para superar algunas de las resistencias e incomprensiones que afectan a su teoría y (...) práctica jurídica. Esto es, el carácter político del concepto, los rasgos del sistema de dominación del que se nutre, la coherencia de introducir la tesis de la violencia como continuum, la integración de las respuestas frente a la violencia en el marco de la lucha por la igualdad.Abstract This paper conducts a critical reflection on the conception and the concept of violence against women. Its aim is to recognize the importance of strengthening the scope of justification and grounds of this category, and to emphasize their basilar and unwaiverable elements, which may in turn provide significant proposals for improving its interpretation and application. To return to the appropriate assumptions to overcome some resistances and misunderstandings that affect its theory and legal practice. This is, the political dimension of the notion, the characteristics of the system of domination that inspires it, the consistency of introducing the thesis considering violence as a continuum, the integration of the answers against violence wihtin the framework of the fight for equality. (shrink)

Tanto la ontología de la diferencia sexual, tal como la elabora el feminismo de la diferencia, como la des-ontologización de la diferencia sexual, tal como la deconstruye el transfeminismo queer, coinciden en apelar al concepto de diferencia en sí, no dualista, jerárquica ni excluyente, como núcleo de su argumentación teóricopolítica. Sin embargo, ambas teorías resultan en su desarrollo inconciliables y conducen a proyectos políticos opuestos. El presente artículo se propone elaborar las razones de tal divergencia en el marco de una (...) ontología realista y material. (shrink)