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

El texto aborda la vigencia del pensamiento educativo de Paulo Freire. Parte de la crítica sin sustento que se ha hecho a la propuesta de Freire, por parte del gobierno actual de Brasil. Se rescatan conceptos medulares que, a pesar de haber sido creados hace algunas décadas, sirven para entender y actuar ante los problemas sociales, políticos, culturales y, por supuesto, los educativos; que aquejan actualmente al mundo. La deconstrucción es necesaria en un ambiente de injusticia y violencia, también porque (...) las _fake news_ prevalecen hoy día, sin examinar la veracidad de lo que difunden sobre la obra de Freire. Educación de adultos, praxis, derechos humanos, democracia, diálogo, educación liberadora, opresor-oprimido, etc.; son algunos de los conceptos que pueden rescatarse y ponerse en conversación junto con la influencia que ejercieron en Freire diversos pensadores. El pensamiento de Freire es integrador, que no ecléctico, de ahí la complejidad de su pensamiento. Todo esto fue plasmado en obras como Pedagogía del Oprimido, Pedagogía de la Esperanza o Pedagogía de la Autonomía. Releerlas cobra relevancia, si como educadores... “No renunciamos a nuestro deber de dejar este mundo un poco mejor de lo que lo encontramos. Ese debería ser el sueño de todas las personas. No habría nada de humano en nosotros si este no es nuestro mayor propósito.”. (shrink)

Atualidade de Freire -- Educação básica -- Educação superior -- Outras educações e pedagogias possíveis -- Testemunhos da práxis freiriana.

In quantity discrimination tasks, adults, infants and animals have been sometimes observed to process number only after all continuous variables, such as area or density, have been controlled for. This has been taken as evidence that processing number may be more cognitively demanding than processing continuous variables. We tested this hypothesis by training mosquitofish to discriminate two items from three in three different conditions. In one condition, continuous variables were controlled while numerical information was available; in another, the number was (...) kept constant and information relating to continuous variables was available; in the third condition, stimuli differed for both number and continuous quantities. Fish learned to discriminate more quickly when both number and continuous information were available compared to when they could use continuous information only or number only; there was no difference in the learning rate between the two latter conditions. Our results do not support the hypothesis that processing numbers imposes a higher cognitive load than processing continuous variables. Rather, they suggest that availability of multiple information sources may facilitate discrimination learning. (shrink)

While there is convincing evidence that preverbal human infants and non-human primates can spontaneously represent number, considerable debate surrounds the possibility that such capacity is also present in other animals. Fish show a remarkable ability to discriminate between different numbers of social companions. Previous work has demonstrated that in fish the same set of signature limits that characterize non-verbal numerical systems in primates is present but yet to provide any demonstration that fish can really represent number rather than basing their (...) discrimination on continuous attributes that co-vary with number. In the present work, using the method of 'item by item' presentation, we provide the first evidence that fish are capable of selecting the larger group of social companions relying exclusively on numerical information. In our tests subjects could choose between one large and one small group of companions when permitted to see only one fish at a time. Fish were successful when both small (3 vs. 2) and large numbers (8 vs. 4) were involved and their performance was not affected by the density of the fish or by the overall space occupied by the group. (shrink)

The purpose of this work consists of analyzing the place that the big’s and people’s conflict, circumscribed by the theory of humors, occupies in Machiavelli’s political thought and to investigate its relationship with the political freedom. The central hypothesis is that the freedom can only be reached by a balance point among the forces in conflict. For that, it is necessary that the conflict, not being annulled, be rationally regulated and normalized by the republican institutions, changing from negative force into (...) force capable to converge in the State the commonwealth, the social order and the freedom of the whole political body. The republican law, born of the permanent confrontation of the antagonistic desires, subverts the negative character of the humors of big and people and it channels the force for the political life, demanding active citizenship of their members, it means, the participation of both humors in the public space as political agents for the maintenance of the freedom. To make it clear, we tried to demonstrate the characteristics of the conflict of the humors, in agreement with those which the desire of the big gets confused with a desire of power, while the desire of the people is associated to freedom. For Machiavelli, the true political freedom is only possible when the antagonistic humors can relieve their desires through the participation in the public space of debates and collective decisions, what can only happen in a republican regime. (shrink)

O texto apresenta o pensamento de Friedrich Nietzsche sobre os fundamentos da religião cristã. Trata-se de uma abordagem em que se traz à tona criticas, entendidas como posicionamento filosófico do autor de O Anticristo. Considerando-se que a fé e a verdade são temáticas que estão indissociáveis na Crítica de Nietzsche à religião cristã, buscou-se denotar a importância destes assuntos atrelados à convicção religiosa no cristianismo. Isso porque, em conformidade com a perspectiva de Nietzsche, é um posicionamento que desafiou a cosmovisão (...) de seu tempo, e perdura ainda até hoje. Isto é, a respeito da conjuntura religiosa do contexto social e religioso do século XIX, mas que hodierno instiga apreciação investigativa. (shrink)

Este texto trata de um clássico da filosofia platônica, o Crátilo. Redigido em forma de diálogo, característico do estilo platônico de escrita, nele está distinta a supervenção de uma das grandes temáticas da filosofia contemporânea, isto é, a linguagem, em que se traz à tona a discussão sobre a adequação de um nome a um objeto, também conhecido coma a justeza do nome à coisa. Figuram-se como questões centrais as teses do naturalismo e convencionalismo, que estruturam o que se entende (...) como instrumentalização da linguagem, e que, hodierno, arremete, enquanto desconstrução desta instrumentalização, a uma epistemologia da linguagem, que fora, de forma capitular no Século V, primada na ideia de essência. Expõe-se na conjuntura textual a importância da linguagem para a filosofia desde a antiguidade, e que, por sua vez, consubstancia-se, em relevo, numa discussão sobre a verdade. (shrink)

Este texto trata de um clássico da filosofia platônica, o Crátilo. Redigido em forma de diálogo, característico do estilo platônico de escrita, nele está distinta a supervenção de uma das grandes temáticas da filosofia contemporânea, isto é, a linguagem, em que se traz à tona a discussão sobre a adequação de um nome a um objeto, também conhecido coma a justeza do nome à coisa. Figuram-se como questões centrais as teses do naturalismo e convencionalismo, que estruturam o que se entende (...) como instrumentalização da linguagem, e que, hodierno, arremete, enquanto desconstrução desta instrumentalização, a uma epistemologia da linguagem, que fora, de forma capitular no Século V, primada na ideia de essência. Expõe-se na conjuntura textual a importância da linguagem para a filosofia desde a antiguidade, e que, por sua vez, consubstancia-se, em relevo, numa discussão sobre a verdade. (shrink)

When sporting agents fail through wrongful or faulty behaviour, they should feel guilty; when they fail because of a deficiency in their abilities, they should feel shame. But sometimes we fail without being deficient and without being at fault. I illustrate this with two examples of players, Moacir Barbosa and Roberto Baggio, who failed in World Cup finals and cost their teams the greatest prize in sport. Although both players failed, I suggest that neither was at fault and neither (...) was deficient. I argue that we can fail through no fault of our own because our abilities are always fallible. This fallibility means that to succeed – to achieve sporting glory – we must run the risk of failure. The appropriate emotion to feel over such failures is agent-regret. Sporting agents and observers should not take up what I call the ‘critical position’: the idea that someone who fails must be deficient or must have been at fault. This allows for a softer, but also more accurate, attitude towards our own failures and the failures of others. I end by suggesting that the fallibility of our abilities is made clear through playing or watching sport, and this can illuminate life more broadly. (shrink)

En el siguiente artículo me propongo establecer una relación entre las prácticas artísticas contemporáneas vinculadas a los usos e interpretación de archivos y lo que denomino espectralidad. Esta relación es, según se sostiene, una de las principales vías de acceso a las prácticas artísticas Para este abordaje, recupero las contribuciones a la temática realizadas por Jacques Derrida, Aby Warburg y Georges Didi-Huberman, en donde es posible observar la fractura y reconfiguración de la temporalidad lineal que sostuvo a la modernidad occidental (...) a partir de la figura del espectro. En segundo lugar, se analizan las obras de los artistas argentinos Daniel García, Graciela Sacco y Cristina Piffer en donde pretendo observar la manera en la que estos artistas proponen una impronta visual y estética caracterizada por el uso de imágenes de archivo en donde la figura del espectro ocupa el espacio de indagación central. En este sentido, sostengo que es posible pensar en las prácticas artísticas contemporáneas que emergen luego de la dictadura militar que entre 1976 y 1983 gobernó a la Argentina, como una política espectral concebida como reaparición de aquello que ha sido reprimido y violentado. (shrink)

We live in turbulent times, our world is changing at accelerating speed. Information is everywhere, but wisdom appears in short supply when trying to address key inter-related challenges of our time such as; runaway climate change, the loss of biodiversity, the depletion of natural resources, the on-going homogenization of culture, and rising inequity. Living in such times has implications for education and learning. This book explores the possibilities of designing and facilitating learning-based change and transitions towards sustainability. In 31 chapters (...) contributors from across the world discuss (re)emerging forms of learning that not only assist in breaking down unsustainable routines, forms of governance, production and consumption, but also can help create ones that are more sustainable. The book has been divided into three parts: re-orienting science and society, re-connecting people and planet and re-imagining education and learning. This is essential reading for educators, educational designers, change agents, researchers, students, policymakers and entrepreneurs alike, who are concerned about the well-being of the planet and convinced of our ability to do better. The content and related issues can be discussed on the blog by editor Arjen Wals: Transformative learning. 'We are living in times of incertitude, complexity, and contestation, but also of connectivity, responsibility, and new opportunities. This book analyses the consequences of these times for learning in formal, non-formal, and informal education. It explores the possibilities offered by the concept of sustainability as a central category of a holistic paradigm which harmonizes human beings with Earth. To change people and to change the world are interdependent processes - this book contributes to both.' Moacir Gadotti, Director of Paulo Freire Institute, São Paulo, Brazil 'I hope you share my excitement about the innovations for sustainability that this book catalogues and analyses. While the ecological news is grim, the human news is not. Even in a time of accelerating change, people are showing their enormous capacities to learn, adapt, restore and protect.' From the Foreword by Juliet Schor, author of ‘True Wealth: how and why millions of Americans are creating a time-rich, ecologically-light, small-scale high-satisfaction economy’ 'This book implies a ‘culture of critical commitment’ in educational thinking and practice - engaged enough to make a real difference to social-ecological resilience and sustainability but reflexively critical enough to learn constantly from experience and to keep options open in working for a sustainability transformation.' From the Afterword by Stephen Sterling, Professor of Sustainability Education, Centre for Sustainable Futures, Plymouth University, United Kingdom. (shrink)