Hobbes’s account of the sovereign’s right to punish in Leviathan has led to a longstanding interpretive dispute. The debate is prompted by the fact that, prima facie, Hobbes makes two inconsistent claims: subjects (i) authorize all the acts of the sovereign, and are hence authors of their own punishment, yet (ii) have the liberty to resist such punishment. I argue that attending to Hobbes’s surprisingly neglected account of power yields a novel interpretation of his theory of punishment. Hobbes, it turns (...) out, is working with two conceptions of power: potestas, a juridical power, and potentia, a factual power. Each power grounds one of the ‘inconsistent’ claims above: potestas founds the authorized condemnation by the legal system, and potentia the factual enforced penalty, which is not directly authorized and can be resisted. (shrink)

Resumo: O texto tem como objetivo apontar alguns elementos para uma reflexão crítica sobre a mudança curricular, no sentido da emergência de um currículo nacional. Em tempos de reorganização das forças conservadoras, a quem e a que serve a reformulação curricular levada a efeito sob a égide da necessidade da melhoria qualitativa da escola? Palavras-chave: educação; mudança curricular; currículo nacional.

Este artigo tem por objetivo comentar os dois primeiros números do documento da Conferência de Medellín que tratam especificamente dos temas justiça e paz. Diante do contexto em que vivemos e, sobretudo, dos gritantes sinais de injustiça social e conflitos que assolam o nosso continente causando violência e miséria, faz-se necessário refletir e buscar caminhos que contribuam para a construção de uma sociedade justa e fraterna. Desejamos com este trabalho abrir pistas de reflexão que nos ajudem a tomar consciência do (...) nosso papel de cristãos comprometidos com o evangelho da justiça e da paz. (shrink)

A presença marcante de uma prosa-poética na produção ficcional de Clarice Lispector possibilitou-nos exemplificar algumas noções centrais (tempo vertical e instante poético) na rica e sugestiva reflexão de Gaston Bachelard acerca do universo poético.

This article proposes to analyse some aspects of the appropriation of New School thinking in Brazil, particularly Deweyan pragmatism, in the 1950s and 1960s. The analysis is based on the assumption that the developmentalist ideology that punctuated the debate on the economic, political and social restructuring of the country in these two decades constituted fertile ground for the return and expansion of pragmatist thinking amongst Brazilian educators, articulating itself, sometimes in contradictory ways, with this ideology. The focus of the analysis (...) will be on the writings of the group of educators which circulated around the figure of Anísio Teixeira, at the time director of the National Institute for Pedagogic Studies, an organ linked to the Ministry of Education and Culture, which set itself the task of producing research that would support public policy in the field of education, as well as constituting itself as a center for teacher education and the stimulus and development of innovative experiences in the public school system. The appropriation of Deweyan pragmatism, in this context, had a triple perspective: pragmatism as scientific method, implying a specific conception of science, particularly the social sciences, with emphasis on the application of scientific knowledge in the solution of practical problems; as a way of democratic life; and as a synonym for experimentalism, in the sphere of schooling. (shrink)