O livro apresenta o Método Paulo Freire, a mais importante proposta pedagógica pensada a partir da realidade do Terceiro Mundo. Apesar dos mais de vinte anos que o separam da primeira edição, o Método mantém atual a avaliação do papel da educação, o vigor de suas perspectivas e sua aplicabilidade.

In this book, we come to understand the author's pedagogical thinking even better, through the critical seriousness, humanistic objectivity, and engaged ...

In this volume, we have chosen to highlight the importance of education to human rights by reprinting two articles written by Paulo Freire in 1970 for the _Harvard Educational Review_. These articles contain many of Freire's original ideas on human rights and education—issues that are central to his work. Freire was a pioneer in promoting the universal right to education and literacy as part of a commitment to people's struggle against oppression. As Jerome Bruner recognized after Freire's death in May (...) 1997, Freire left as a legacy his commitment to basic human rights: "He was a brave man as well as a far-sighted one. He made us aware of our mindless cruelties, and now the challenge to all of us is to do something about those cruelties.". (shrink)

Upon its recent publication in Portuguese, Paulo Freire’s newest book became an instant success. This English translation is sure to meet with similar acclaim. In Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. No other book so cogently explains the implications for classroom practice of Freire’s latest ideas and the pathbreaking theories found in Pedagogy of the Oppressed and other treatises.This book challenges all who (...) teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. Freire shows why a teacher’s success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By observing the curiosity of students and the manner through which students develop strategies for learning, the teacher is helped in discovering doubts, successes, and the teacher’s mistakes. When teachers open themselves to recognize the different roads students take in order to learn, they will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom. (shrink)

Discusses the role of education in liberating the oppressed people of the Third World.

Em Pedagogia da esperança, escrito em 1992, Paulo Freire faz uma reflexão sobre Pedagogia do oprimido, publicado em 1968, durante o seu exílio no Chile. Nesse reencontro, analisa suas experiências pedagógicas em quase três décadas nos mais diferentes países. Um relato valioso, elaborado com cientificidade, humildade e coerência, que recusa o determinismo e mostra a história humana como um feixe de possibilidades. O livro conta ainda com a colaboração de Ana Maria Araújo Freire, através das notas explicativas, e prefácio de (...) Leonardo Boff. (shrink)

Flow is a gratifying state of deep involvement and absorption that individuals report when facing a challenging activity and they perceive adequate abilities to cope with it. The flow concept was introduced by Csikszentmihalyi in 1975, and interest in flow research is growing. However, to our best knowledge, no scoping review exists that takes a systematic look at studies on flow which were published between the years 2000 and 2016. Overall, 252 studies have been included in this review. Our review (...) provides a framework to cluster flow research, gives a systematic overview about existing studies and their findings, and provides an overview about implications for future research. The provided framework consists of three levels of flow research. In the first “Individual” level are the categories for personality, motivation, physiology, emotion, cognition, and behavior. The second “Contextual” level contains the categories for contextual and interindividual factors and the third “Cultural” level contains cultural factors that relate to flow. Using our framework, we systematically present the findings for each category. While flow research has made progress in understanding flow, in the future, more experimental and longitudinal studies are needed to gain deeper insights into the causal structure of flow and its antecedents and consequences. (shrink)

The rising interest, in the late 20th century, in the foundations of quantum physics, a subject in which Franco Selleri has excelled, has suggested the fair question: how did it become so? The current answer says that experiments have allowed to bring into the laboratories some previous gedanken experiments, beginning with those about EPR and related to Bell’s inequalities. I want to explore an alternative view, by which there would have been, before Bell’s inequalities experimental tests, a change in the (...) views shared by physicists concerning the intellectual status of that issue. I will take three cases which will serve as the threads of our story: the connections between Bohm’s causal interpretation and Bell’s inequalities; Wigner’s ideas on the measurement problem; and finally Everett’s relative states formulation. In the end, I will discuss how those threads were gathered together by creating foundations of quantum physics as a field of research. (shrink)

"Mentoring the Mentor" recreates a Freirian dialogue in a printed format. In this volume, sixteen distinguished scholars engage in a critical and thoughtful exchange with Paulo Freire. While some contributors voice appreciation for Freire's ideas and for what it means to -reinvent Freire- in a North American context, others offer sharp critiques of Freire's philosophy and, of equal importance, of the various interpretations of his work. A variety of chapters describe specific uses which have been made of Freire's ideas in (...) diverse educational contexts, from the New York City public schools to the revolutions in Guinea Bissau and Eritrea. Finally, Paulo Freire himself responds to the major issues which are raised in the volume and invites readers to share in a continuing lively dialogue about the meaning of democratic and revolutionary education. -The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor's goals and aspirations and dreams to be reproduced in the mentees, the students, but to give rise to the possibility that the students become the owners of their own history. This is how I understand the need that teachers have to transcend their merely instructive task and to assume the ethical posture of a mentor who truly believes in the total autonomy, freedom, and development of those he or she mentors.- (from Chapter Sixteen, -A Response- by Paulo Freire)". (shrink)

Interpretations are generally regarded as the formal representation of the concept of translation.We do not subscribe to this view. A translation method must indeed establish relative consistency or have some uniformity. These are requirements of a translation. Yet, one can both be more strict or more flexible than interpretations are. In this article, we will define a general scheme translation. It should incorporate interpretations but also be compatible with more flexible methods. By doing so, we want to account for methods (...) that seem to imply a sense of translation but are not reducible to interpretations. The main example will be the relative consistent proof between ZF and NBG given by Novak (1950). Further, we will explore a way of combining interpretations. This should account for truth conditions discarded by interpretations in translated theories. (shrink)

Essays by some of the world's leading educators provide a revolutionary portrait of new ideas and developments in education that can influence the possibility of social and political change. The authors take into account such diverse terrain as feminism, ecology, media, and individual liberty in their pursuit of new ideas that can inform the fundamental practice of education and promote a more humane civil society. The book consolidates recent thinking just as it reflects on emerging new lines of critical theory.

In this article, we analyse the ontological import of adding classes to set theories. We assume that this increment is well represented by going from ZF system to NBG. We thus consider the standard techniques of reducing one system to the other. Novak proved that from a model of ZF we can build a model of NBG (and vice versa), while Shoenfield have shown that from a proof in NBG of a set-sentence we can generate a proof in ZF of (...) the same formula. We argue that the first makes use of a too strong metatheory. Although meaningful, this symmetrical reduction does not equate the ontological content of the theories. The strong metatheory levels the two theories. Moreover, we will modernize Shoenfields proof, emphasizing its relation to Herbrands theorem and that it can only be seen as a partial type of reduction. In contrast with symmetrical reductions, we believe that asymmetrical relations are powerful tools for comparing ontological content. In virtue of this, we prove that there is no interpretation of NBG in ZF, while NBG trivially interprets ZF. This challenges the standard view that the two systems have the same ontological content. (shrink)

The main purpose of this study is to understand the demographic, personal and situational determining factors leading to academic misconduct among undergraduate students by comparatively analyzing the differences among Economics and Business students and other major students. Two thousand four hundred ninety-two undergraduate students from different Portuguese Public Universities answered a questionnaire regarding their propensity to commit academic fraud, 640 of whom were Economics and Business students. Results concluded that Economics and Business students can be distinguished from others regarding the (...) likelihood of copying from the other Major students. Younger students admit more readily to the possibility of cheating than older students. Results indicate a greater probability of acceptance of dishonest practices outside the area of Economics and Management and a greater probability of condemnation of improper practices by students of Economics and Management. This indicates that students of Economics and Management are aware that their behavior is incorrect and unacceptable; peer-pressure and the learning process itself constitute the main justifications provided by Economics and Business students for their fraudulent actions. Implications for this practice are discussed. (shrink)

Famous Brazilian educational and social theorist Paulo Freire presents his ideas on community solidarity in moving toward social justice in schools and society in a set of talks and interviews shortly before his death, supplemented with ...

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)

In 1966 the Brazilian physicist Klaus Tausk (b. 1927) circulated a preprint from the International Centre for Theoretical Physics in Trieste, Italy, criticizing Adriana Daneri, Angelo Loinger, and Giovanni Maria Prosperi`s theory of 1962 on the measurement problem in quantum mechanics. A heated controversy ensued between two opposing camps within the orthodox interpretation of quantum theory, represented by Leon Rosenfeld and Eugene P. Wigner. The controversy went well beyond the strictly scientific issues, however, reflecting philosophical and political commitments within the (...) context of the Cold War, the relationship between science in developed and Third World countries, the importance of social skills, and personal idiosyncrasies. (shrink)

In this article, instead of taking a particular method as translation, we ask: what does one expect to do with a translation? The answer to this question will reveal, though, that none of the first order methods are capable of fully represent the required transference of ontological commitments. Lastly, we will show that this view on translation enlarge considerably the scope of translatable, and, therefore, ontologically comparable theories.

This paper begins the study of first-order functions, which are a generalization of truth-functions. The concepts of truth-table and systems of truth-functions, both introduced in propositional logic by Post, are also generalized and studied in the quantificational setting. The general facts about these concepts are given in the first five sections, and constitute a “general theory” of first-order functions. The central theme of this paper is the relation of definition among notions expressed by formulas of first-order logic. We emphasize that (...) logic is not concerned only with the consequence relation among notions expressed by formulas. It also attends to the relation of definition among notions, where a notion is defined from other notions. Sections 5 and 6 deal exclusively with the relation of definition among notions expressed by formulas of first-order logic. In these sections, we study the systems of first-order functions, which are the sets of first-order functions closed under definitions. Sections 7 and 8 are concerned with the relativization of first-order functions to a class of structures. The relativization to a class of structures is a fundamental operation which is used in order to relate the theory of first-order functions with set theory and first-order model theory, a subject which we have barely scratched the surface. The apparatus developed in this paper enables us to define what is a vehicle for the foundation of classical mathematics in set theory, and, in Sect. 8, we prove that first-order logic with one binary predicate variable is not a minimal vehicle for the foundation of classical mathematics in set theory. Sections 9 and 10 introduce further operations and ideals of first-order functions. Besides some results on the influence of the arguments of a first-order function, a result about definability is proved in Sect. 10.1. It is this theorem that provides necessary and sufficient conditions for a first-order function to be in a finitely generated ideal. In Sect. 11, this result is applied to the problem of predicate definability in classes of structures, the problem with which Beth’s theorem dealt in the case of elementary classes. (shrink)

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)

'Pedagogia da tolerância' é o resultado da reunião de uma coletânea de reflexões e diálogos do Professor Paulo Freire, organizados em oito conjuntos de depoimentos, testemunhos, seminários e cartas, que revelam e atualizam, com outras palavras e imagens, a discussão central presente em toda sua obra, especialmente na tríade Pedagogia do oprimido, Pedagogia da esperança e Pedagogia da autonomia - a necessária coerência entre o discurso e a prática, o diálogo como método e suas implicações na transformação social, que o (...) reconhecimento do ato pedagógico como ato político nos obriga. (shrink)

La pedagogía de Freire es un método de cultura popular cuya finalidad inmediata es la alfabetización, y su dimensión más amplia es la educación como práctica de la libertad. En esta dimensión, educadores y educandos son simultáneamente educadores y educandos los unos de los otros; juntos inician como oprimidos la tarea histórica de liberarse a sí mismos y liberar a los opresores.

The aim of the present paper is to provide a robust classification of valid sentences in set theory by means of existence and related notions and, in this way, to capture similarities and dissimilarities among the axioms of set theory. In order to achieve this, precise definitions for the notions of productive and nonproductive assertions, constructive and nonconstructive productive assertions, and conditional and unconditional productive assertions, among others, will be presented. These definitions constitute the result of a semantical analysis of (...) the notions involved. The conceptual clarification developed here results in a classification of valid sentences of set theory that goes against the standard view that extensionality is not an existence assertion. (shrink)

Este trabalho analisa idéias e atividades de Karl Popper referentes à controvérsia sobre interpretações e fundamentos da mecânica quântica. Atenção especial será dedicada às relações entre Popper e o físico italiano Franco Selleri, ao longo da década de 1980. A interpretação proposta por Popper para os enunciados probabilísticos como propensões, bem como seu ponto de vista realista, contribuíram para estabelecer uma ponte entre suas investigações filosóficas e a pesquisa física em mecânica quântica, ainda que sua idéia sobre as propensões tenha (...) tido uma pequena repercussão entre físicos, matemáticos e filósofos. Argumentaremos neste trabalho que a influência de Popper na física foi possível devido à legitimação, a partir de 1970, da controvérsia sobre os fundamentos da teoria quântica como uma genuína controvérsia científica com implicações filosóficas. Popper foi beneficiado por essa legitimação, mas ele também contribuiu para fazer aquela controvérsia chegar a um público mais amplo que aquele dos físicos envolvidos na própria controvérsia.I intend to present in this paper Karl Popper’s ideas and activities concerning the controversy about the interpretations and foundations of quantum mechanics. I will pay special attention to Popper’s relationship with the Italian physicist Franco Selleri, during the 1980s. Popper’s ideas of propensity and realism contributed to build a bridge between his philosophy and physical research in quantum mechanics, even if his idea of propensity has had a weak reception among physicists, mathematicians and philosophers. I will argue that Popper’s contributions to physics were possible due to the legitimization in the 1970s of the controversy about the foundations of quantum mechanics, a process which permitted a trading zone between physics and philosophy. Popper was benefited by that process, but he also contributed to give to that controversy a larger audience thanthat of the physicists involved in that controversy. (shrink)

Tras analizar sucintamente las consecuencias científicas y filosóficas de la identidad mente-cerebro, se señalan argumentos a favor y en contra de mantener el debate mente-cerebro. En particular se consideran las nuevas técnicas de exploración del cerebro como argumento en contra de tal debate. Las deficiencias e insuficiencias de tales técnicas aconsejan mantener el debate mente-cerebro y no asumir el materialismo.

¿Llegarán los ordenadores a sustituir a los seres humanos? Lo que hasta hace unas décadas parecía una pregunta de ciencia-ficción, es ahora defendido con seriedad por algunos especialistas en inteligencia artificial. El presente articulo dibuja las más importantes líneas de investigación en este campo y las posiciones más relevantes respecto de la relación hombre-maquina pensante. La conclusión que propone el autor supone una decidida apuesta por un humanismo en el que quepa integrar el desarrollo tecnológico sin perder de vista sus (...) innegables implicaciones éticas. (shrink)

Is consistency the sort of thing that could provide a guide to mathematical ontology? If so, which notion of consistency suits this purpose? Mark Balaguer holds such a view in the context of platonism, the view that mathematical objects are non-causal, non-spatiotemporal, and non-mental. For the purposes of this paper, we will examine several notions of consistency with respect to how they can provide a platon-ist epistemology of mathematics. Only a Gödelian notion, we suggest, can provide a satisfactory guide to (...) a platonist ontology. Is consistency the sort of thing that could provide a guide to mathematical ontology? If so, which notion of consistency suits this purpose? Mark Bala-guer holds such a view in the context of platonism, the view that mathematical objects are non-causal, non-spatiotemporal, and non-mental. Balaguer's version of Platonism, Full-Blooded Platonism (FBP), is the view that "there are as many abstract mathematical objects as there could be-i.e., there actually exist abstract mathematical objects of all possible kinds" (Balaguer, 2017, p. 381). He continues: Since FBP says that there are abstract mathematical objects of all possible kinds, it follows that if FBP is true, then every purely mathematical theory that could be true-i.e., that is internally consistent-accurately describes some collection of actually existing abstract objects. Thus it follows from FBP that in order to acquire knowledge of abstract objects, all we have to do is come up with an internally consistent purely mathematical theory (and know that it is internally consistent). (Balaguer, 2017, p. 381) * To be published in 43rd International Wittgenstein Symposium proceedings. (shrink)

Compartilha resultados de pesquisa exploratória para aplicação do modelo de regime de informação ao conjunto das 14 edições dos Anais do Colóquio Habermas, evento de comunicação científica na área de Ciência da Informação. Trata-se de pesquisa descritiva e documental, apoiada no método indiciário (Ginzburg) e na técnica do brauseio (Araújo), realizada nos arquivos dos Anais dos Colóquios no período de 2009 a 2022. Adota a abordagem do regime de informação na perspectiva de González de Gómez, apresentando seus elementos — atores (...) sociais, ações, dispositivos e artefatos de informação — no contexto da forma de vida da comunidade científica. Descreve as interações entre os elementos do regime de informação do Colóquio Habermas desde a criação, por atores sociais, de um valor de informação (estrato semântico-pragmático) à conformação das regras em dispositivos (estrato meta-informacional) e o compartilhamento dos resultados mediante artefatos digitais (infraestruturas de informação). Foram identificados quatro grupos de atores sociais no conjunto de participantes dos Colóquios Habermas: (a) os que participam desde o início; (b) os que começaram a participar em meados da série histórica; (c) os que começaram a participar recentemente, mantendo regularidade na participação; e (d) os que participaram apenas uma vez. Em uma análise preliminar, entende-se que através da realização dos Colóquios e da publicação dos Anais os resultados da pesquisa científica foram compartilhados e discutidos por uma comunidade qualificada, propiciando a criação de novos conhecimentos na Ciência da Informação. (shrink)

We consider the foundational relation between arithmetic and set theory. Our goal is to criticize the construction of standard arithmetic models as providing grounds for arithmetic truth (even in a relative sense). Our method is to emphasize the incomplete picture of both theories and treat models as their syntactical counterparts. Insisting on the incomplete picture will allow us to argue in favor of the revisability of the standard model interpretation. We then show that it is hopeless to expect that the (...) relative grounding provided by a standard interpretation can resist being revisable. We start briefly characterizing the expansion of arithmetic `truth' provided by the interpretation in a set theory. Further, we show that, for every well-founded interpretation of recursive extensions of PA in extensions of ZF, the interpreted version of arithmetic has more theorems than the original. This theorem expansion is not complete however. We continue by defining the coordination problem. The problem can be summarized as follows. We consider two independent communities of mathematicians responsible for deciding over new axioms for ZF and PA. How likely are they to be coordinated regarding PA’s interpretation in ZF? We prove that it is possible to have extensions of PA not interpretable in a given set theory ST. We further show that the probability of a random extension of arithmetic being interpretable in ST is zero. (shrink)

A theory T is tight if different deductively closed extensions of T (in the same language) cannot be bi-interpretable. Many well-studied foundational theories are tight, including $\mathsf {PA}$ [39], $\mathsf {ZF}$, $\mathsf {Z}_2$, and $\mathsf {KM}$ [6]. In this article we extend Enayat’s investigations to subsystems of these latter two theories. We prove that restricting the Comprehension schema of $\mathsf {Z}_2$ and $\mathsf {KM}$ gives non-tight theories. Specifically, we show that $\mathsf {GB}$ and $\mathsf {ACA}_0$ each admit different bi-interpretable extensions, (...) and the same holds for their extensions by adding $\Sigma ^1_k$ -Comprehension, for $k \ge 1$. These results provide evidence that tightness characterizes $\mathsf {Z}_2$ and $\mathsf {KM}$ in a minimal way. (shrink)

In Brazil, abortion is only allowed in cases of rape, serious risk to a woman's life or fetal anecephaly. Legal abortion services cover less than 4% of the Brazilian territory and only 1,800 procedures are performed, in average, per year. During the COVID‐19 pandemic, almost half of the already few Brazilian abortion clinics shut down and women had to travel even longer distances, reaching abortion services at later gestational ages. In this paper, we describe three bottom‐up advocacy strategies that emerged (...) from difficulties deepened during the COVID‐19 pandemic at a single abortion service in Brazil, amidst anti‐gender policies from the federal government. Telemedicine abortion, outpatient surgical abortion and the provision of abortion after 20 weeks' gestation are important strategies that may reduce inequalities that impact the most vulnerable populations, such as black and indigenous women, children, adolescents and women experiencing domestic violence. (shrink)

These readings have been chosen by Ana Maria Araujo Freire and Donaldo Macedo, who also provide a cogent introduction to the life and times: -- From Pedagogy of the Oppressed, The Fear of Freedom, The "Banking" Concept of Education -- From Education for Critical Consciousness, Education and Conscientizacao -- From Pedagogy in Process, the introduction -- A dialogue between Freire and Macedo, Literacy in Guinea-Bissau Revisited -- Selections from Learning to Question -- From Pedagogy of the City, The Challenges of (...) Urban Education -- From Pedagogy of Hope, A Further "Reading of the World" -- Selections from Pedagogy of the Heart. (shrink)