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  1. A Carta de Pero Vaz de Caminha. São Paulo: Série Diachronica, 1.César Nardelli Cambraia, Antônio Gerado Da Cunha & Heitor Megale - forthcoming - Humanitas.
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  2. A Carta. São Paulo. L&PM.P. Caminha - forthcoming - História.
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  3. Nómada, Blog de Juan Freire.Xii Encuentro Latinoamericano De Educadores - forthcoming - Pensamiento.
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  4. Inglês Como Língua Estrangeira: Identidade, Práticas E Textualidade, São Paulo.M. Grigoletto & A. M. Carmagnani - forthcoming - Humanitas.
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  5. São Paulo: Discurso Editorial.Luiz Tatit Lopes & Waldir Beividas - forthcoming - Humanitas.
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  6. Freire and the InTASC Teacher Education Standards.Erin Mikulec & Paul Chamness Miller - forthcoming - Journal of Thought.
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  7. São Paulo: Discurso Editorial.Luiz Tatit & Waldir Beividas - forthcoming - Humanitas.
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  8. Alphabetization as Emancipatory Practice: Freire, Rancière, and Critical Pedagogy.Joris Vlieghe - forthcoming - Philosophy of Education.
  9. La teoría de la colonialidad/decolonialidad y su crítica al eurocentrismo de Marx.José Ramón Fabelo Corzo - 2020 - In Claudia Tame Domínguez & Fernando Huesca Ramón (eds.), La tradición de la filosofía política vista desde Latinoamérica. Puebla, Pue., México: pp. 131-154.
    El trabajo parte de una descripción y definición de la "teoría de la colonialidad/decolonialidad" (TCD), fundamentando porqué así debe llamarse esta propuesta. A continuación se aborda la relación de la TCD hacia herencia teórico-práctica de Marx, haciendo énfasis particular en las razones y sin-razones de su crítica al eurocentrismo de Marx. Se abordan los fundamentos del eurocentrismo de Marx, la validez de conceptos como los de "centro" y "periferia" en el estudio del sistema capitalista mundial, la existencia histórica de eurocentrismos (...)
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  10. Decolonizing Mariátegui as a Prelude to Decolonizing Latin American Philosophy.Sergio Armando Gallegos-Ordorica - 2020 - In Corey McCall & Phillip McReynolds (eds.), Decolonizing American Philosophy. SUNY Press. pp. 229-249.
  11. La colonialidad cultural y la lógica del capital.José Ramón Fabelo Corzo - 2019 - In José Ramón Fabelo Corzo & Mayra Sánchez Medina (eds.), Coordenadas epistemológicas para una estética en construcción. Puebla, Pue., México: pp. 117-133.
    En el presente trabajo se muestra cómo la colonialidad cultural surge, se desarrolla y se mantiene como derivación, parte y premisa de la lógica del capital. En tanto lógica cultural nacida con el capitalismo y mantenida hasta hoy, la colonialidad estuvo asociada, primero, a la acumulación originaria del capital y, después, a su reproducción ampliada. El trabajo también indaga en las relaciones entre colonialidad, por una parte, y poder, colonialismo y eurocentrismo, por otra.
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  12. Latinx Philosophy and the Ethics of Migration.José Jorge Mendoza - 2019 - In Jr Sanchez (ed.), Latin American and Latinx Philosophy. New York, USA: Routledge. pp. 198-219.
    This essay argues that Latinx philosophers are not only already providing important and original contributions to standard open-borders debates, but also changing the very nature of the ethics of migration. In making this case, the essay is divided into two parts. The first summarizes some of the important and original contributions of Latinx philosophers to the standard open-borders debate. Among the highlights are Jorge M. Valadez’s “conditional legitimacy of states” argument; José-Antonio Orosco’s communitarian-based argument for a more liberalized admissions policy; (...)
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  13. Liberation Pragmatism: Dussel and Dewey in Dialogue.Alex Sager & Albert R. Spencer - 2016 - Contemporary Pragmatism 13 (4):1-22.
    Enrique Dussel and John Dewey share commitments to philosophical theory and practice aimed at addressing human problems, democratic modes of inquiry, and progressive social reform, but also maintain productive differences in their fundamental starting point for political philosophy and their use of the social sciences. Dussel provides a corrective to Dewey’s Eurocentrism and to his tendency to underplay the challenges of incorporating marginalized populations by insisting that social and political philosophy begin from the perspective of the marginalized and excluded. Simultaneously, (...)
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  14. Prospects of a Dusselian Ethics of Liberation Among US Minorities: The Case of Affirmative Action in Higher Education.Sergio A. Gallegos - 2015 - Inter-American Journal of Philosophy 6 (1):1-15.
    This paper proposes an application of Enrique Dussel’s ethics of liberation to an issue of crucial importance to US minorities: the debate on affirmative action. Over the past fifty years, this debate has been framed in terms of the opposition between advocates of affirmative action who claim that it is needed in order to achieve the integration and participation of traditionally oppressed groups to society without which there is no equality of rights, and critics who argue that affirmative action violates (...)
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  15. Hazel Barnes and Octavio Paz: Two Existentialist and Pan-American Philosophies of Education.John Kaiser Ortiz - 2015 - Comparative Philosophy 6 (1).
  16. José Mariátegui's East-South Decolonial Experiment.David Haekwon Kim - 2015 - Comparative and Continental Philosophy 7 (2):157-179.
    Common notions of comparative philosophy tend to be strongly configured by the East-West axis. This essay suggests ways of seeing Latin American liberation philosophy as a form of comparative philosophy and an important Latin American thinker as being relevant for East-West political philosophy. The essay focuses on the Peruvian activist and intellectual, José Mariátegui, who is widely regarded to have been a leading Marxist, liberatory, and decolonial figure in 20th century Latin America. Like many “Third World” intellectuals of the interwar (...)
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  17. Latino/a Immigration: A Refutation of the Social Trust Argument.José Jorge Mendoza - 2015 - In Harald Bauder & Christian Matheis (eds.), Migration Policy and Practice: Interventions and Solutions. Palgrave-Macmillan. pp. 37-57.
    The social trust argument asserts that a political community cannot survive without social trust, and that social trust cannot be achieved or maintained without a political community having discretionary control over immigration. Various objections have already been raised against this argument, but because those objections all assume various liberal commitments they leave the heart of the social trust argument untouched. This chapter argues that by looking at the socio-historical circumstances of Latino/as in the United States, an inherent weakness of the (...)
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  18. Paulo Freire and the Countryside Education--Paradigmatic Updates.Wellington Amancio da Silva & Juracy Marques dos Santos - 2014 - European Scientific Journal 10 (13).
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  19. Communication and Paolo Freire’s Liberation in Education.Mario C. Mapote - 2014 - Iamure International Journal of Literature, Philosophy and Religion 5 (1).
    Reception and transmission process of the mind is reflected in communicationwhichdependsonanobject,mediumorsymbolsomethingmanisfamiliar withsothathecaninterpret,understandandcomprehendit.Languageisthe mostcommonformofhumansymbolmanmakesuseofincommunication. Freirepresentedtwowaysofcommunication.Thestudyaimedtointertwine communication,educationandsocietyasa systemandcriticizeit.Thestudy madeuseofhistoricalpedagogy.Epistemologicalmethodwasalsointertwined withcommunication.Hebelievedthatsystemofsocietyinfluencedsystemof educationasreflectedbythekindofcommunicationused.Hebelievedthat onlythroughpromotionofdialogueinthecommunicativeprocessthatgenuine knowledgecanbeattained.Today,however,modernsocietieshaverevolutionizedtheroleofeducationsectorespeci allyuniversitiestowardsthesocietyin terms of economics. Global and multinational companies tap researchers and inventors from universities for research and development which could boosttechnology, production, marketing and profit – in short economy. Thus, thestudy implied care for the use of symbols and language in education; freedomand liberation in education should be savored and maximized; education mustbe a catalyst for societal change and development. keywords: (...)
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  20. [Recensão a] “Ilíada” de Homero: Tradução Em Quadrinhos. Tereza Virgínia Ribeiro Barbosa, Andreza Caetano, Paulo Corrêa, Piero Bagnariol.Matheus Trevizam - 2014 - Humanitas 66:449-451.
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  21. Un tema de nuestro tiempo, pensamiento, moralidad y autodeterminación en personas con (dis) capacidad intelectual.José María Sánchez Alcón - 2012 - Diálogo Filosófico 84:53-72.
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  22. Barbara Potthast, Madres, Obreras, Amantes, Protagonismo femenino en la historia de América latina.Capucine Boidin - 2012 - Clio 35:05-05.
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  23. Marxism, Art and the Histories of Latin America: An Interview with David Craven.Angela Dimitrakaki - 2012 - Historical Materialism 20 (3):116-134.
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  24. Paulista: A Networked Translocal Sonic Performance Between São Paulo and Belfast.Felipe Hickmann & Rui Chaves - 2012 - Technoetic Arts 10 (2-3):319-327.
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  25. Religious Pluralism, Democracy, and the Catholic Church in Latin America. Edited by Frances Hagopian. Pp. Xxviii, 498, Notre Dame, University of Notre Dame Press, 2009, £39.95. [REVIEW]Kyle Gingerich Hiebert - 2012 - Heythrop Journal 53 (3):539-540.
  26. Thinking Philosophically From Within a Global Mindset: The Dialogue Between Discourse Ethics (Apel) and the Ethics of Liberation (Dussel).Fatima Hurtado Lopez - 2012 - Pensamiento 68 (257):477-500.
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  27. Posmodernidad y Neoliberalismo: Reflexiones Críticas Desde Los Proyectos Emancipatorios de América Latina.Susana Murillo - 2012 - Ediciones Luxemburg.
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  28. Historiography, Eurocentrism, and Universality in Enrique Dussel.Damián Pachón Soto - 2012 - Ideas Y Valores 61 (148):37-58.
  29. Peter Maurin—Pedagogy From the Margins.Mar Peter-Raoul - 2012 - Journal for Peace and Justice Studies 22 (1):102-131.
    Peter Maurin, a French, itinerant immigrant, known, if at all, as co-founder with Dorothy Day of the Catholic Worker movement plies his pedagogy from the margins of society, identifying with the poor of the Depression. He believes his vocation is to awaken the poor and professionals alike to reconstruct a personalist democracy and restore its spiritual foundation, Remarkably resonate with John Dewey’s experiential learning, Jane Addams’ Hull House initiative, and the Brazilian educator and theologian Paulo Freire’s theory of humankind’s vocation (...)
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  30. Poszukiwania początku dialogu: Ebner i Freire.Krzysztof Skorulski - 2012 - Przeglad Filozoficzny - Nowa Seria 82 (2):481-497.
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  31. Carl Schmitt and Constituent Power in Latin American Courts: The Cases of Venezuela and Colombia.Joel I. Colón-Ríos - 2011 - Constellations 18 (3):365-388.
  32. Jon Beasley-Murray, Posthegemony: Political Theory and Latin America.Philip Derbyshire - 2011 - Radical Philosophy 169:51.
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  33. Dewey's and Freire's Pedagogies of Recognition : A Critique of Subtractive Schooling.Kim Díaz - 2011 - In Gregory Fernando Pappas (ed.), Pragmatism in the Americas. Fordham University Press.
    Subtractive schooling is a type of pedagogy that subtracts from the student aspects of her identity in order to assimilate and reshape her identity to fit the American mainstream. Here, I question the value of assimilation as it takes place in our public school systems. Currently, immigrant children are often made to feel inadequate for being culturally different. This is detrimental to their development as students given that at their young age they do not yet have the emotional maturity to (...)
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  34. El pliegue anarco-libertario: una mirada Deleuzo-Foucaultiana del anarquismo argentino.Santiago Díaz - 2011 - A Parte Rei 75:14.
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  35. About the applicability of Enrique Dussel's phenomenological and political proposal.Martín Fleitas González - 2011 - Estudios de Filosofía Práctica E Historia de Las Ideas 13 (1):45-57.
    Entendiendo la tesis central que Enrique Dussel presenta en 20 Tesis de Política, como la reconstrucción de una histórica lucha entre la voluntad-de-vida de la comunidad política y la potestas fetichizada, señalo que el autor solo investiga las características del primero, ciego a aquellos mecanismos por los que la potestas fetichizada libra su lucha por reproducir las condiciones de su existencia colonizando el mundo de la vida. En virtud de esta ceguera, y buscando dotar de cierta aplicabilidad a la propuesta (...)
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  36. Sobre la aplicabilidad de la propuesta fenomenológico-política de Enrique Dussel.Martín Fleitas González - 2011 - Estudios de Filosofía Práctica E Historia de Las Ideas 13 (1):45-57.
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  37. CHARLES, Sébastien. Cartas Sobre a Hipermodernidade Ou O Hipermoderno Explicado Às Crianças. São Paulo: Barcarolla, 2009. [REVIEW]Marco Antonio Gonçalves - 2011 - Conjectura: Filosofia E Educação 16 (3).
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  38. Da representação na política à representação política: um conceito frente à dupla exigência de legitimidade e pluralidade.Antoine Lousao - 2011 - Cadernos de Ética E Filosofia Política 18:47-71.
    The importance of representation in modern politics leads authors to define this concept with the help of different paradigms – from law to drama. The concern with a higher degree of democracy among populations leads to strength representation and its political premises. This concern is supported by the issue of guaranteeing both legitimacy and plurality. Responses to this issue correspond to the rise of many different normative views of political communities.
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  39. Los Juegos Taurinos Entre Estados Unidos y México : Confrontación Imperialista y Diversidad Identitaria.Frédéric Saumade Y. Jean-Baptiste Maudet - 2011 - In Ramírez Barreto & Ana Cristina (eds.), Filosofía Desde América: Temas, Balances y Perspectivas: (Simposio Del Ica 53). Abya Yala, Universidad Politécnica Salesiana.
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  40. Utopía E Ideología.María Rosa Palazón Mayoral - 2011 - In Ramírez Barreto & Ana Cristina (eds.), Filosofía Desde América: Temas, Balances y Perspectivas: (Simposio Del Ica 53). Abya Yala, Universidad Politécnica Salesiana.
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  41. Pragmatic Pluralism, Multiculturalism, and the New Hispanic.José Medina - 2011 - In Gregory Fernando Pappas (ed.), Pragmatism in the Americas. Fordham University Press.
    Drawing on American and Latin American philosophers such as John Dewey, Alain Locke, and José Martí, this chapter articulates a thoroughgoing pluralistic view of ethnic identity in general and of Hispanic identity in particular. The chapter argues that the best way of elucidating ethnic experiences and identities without relying on essentialist assumptions is offered by a radical pluralism that we can find in the pragmatist tradition. This radical pluralism understands ethnic identity as intrinsically heterogeneous, that is, as necessarily containing inner (...)
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  42. Pedagogy of the Privileged.Tracey Nicholls - 2011 - Clr James Journal 17 (1):10-36.
    In this paper, I examine the ways bell hooks has adapted the model of liberatory pedagogy that Brazilian educator Paulo Freire expounded in Pedagogy of the Oppressed to the students one encounters in the significantly more materially privileged North American context. I begin with an overview of Freire's idea of educating the oppressed about oppression and then move to examination of the different, yet related, challenge that hooks is taking on: educating the privileged about oppression. I deploy these analyses of (...)
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  43. Frontiers of Democracy: Domingo Sarmiento and Josiah Royce on the Geography of Self-Governing Communities. Orosco - 2011 - The Pluralist 6 (3):93.
    It is sometimes claimed that democracy is a “Western” form of government that can only grow in certain places and under certain conditions. Indeed, in some of his works, Samuel Huntington claims that democracy and the rule of law are social ideals that are rooted in very specific European cultures and may not function well, or at all, outside of those settings. Jared Diamond, author of the popular Guns, Germs, and Steel, goes even further, suggesting that the rise of industrialized (...)
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  44. Pragmatism, Latino Intercultural Citizenship, and the Transformation of American Democracy.José-Antonio Orosco - 2011 - In Gregory Fernando Pappas (ed.), Pragmatism in the Americas. Fordham University Press.
    This chapter examines the connection between culture and democracy with an eye toward developing a foundation for American citizenship that is informed by the experiences of Latinos/as in the United States. It begins by surveying arguments from philosophers within the American pragmatist tradition that correlate the stability of a democratic political regime with habits, tastes, and attitudes of a given people. These thinkers, namely Horrace Kallen, Jane Adams, and John Dewey, have developed two models to conceptualize the relationship of immigrant (...)
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  45. Bakhtin and Freire: Dialogue, Dialectic and Boundary Learning.Peter Rule - 2011 - Educational Philosophy and Theory 43 (9):924-942.
    Dialogue is a seminal concept within the work of the Brazilian adult education theorist, Paulo Freire, and the Russian literary critic and philosopher, Mikhail Bakhtin. While there are commonalities in their understanding of dialogue, they differ in their treatment of dialectic. This paper addresses commonalities and dissonances within a Bakhtin-Freire dialogue on the notions of dialogue and dialectic. It then teases out some of the implications for education theory and practice in relation to two South African contexts of learning that (...)
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  46. A Comparison of the Concepts of Democracy and Experience in a Sample of Major Works by Dewey and Freire.Eric Shyman - 2011 - Educational Philosophy and Theory 43 (10):1035-1046.
    While theorizing in distinctly different times, distinctly different cultures, and under distinctly different circumstances, notable philosophical similarities can be drawn between John Dewey and Paulo Freire. This article focuses on two major themes evident in a sample of each philosopher's major works, democracy and experience, and draws theoretical comparisons between the way each philosopher approaches these concepts in terms of definition and application to educational and social practice. The author suggests that, despite some paradigmatic differences, the fundamental definitions and uses (...)
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  47. Razón, Utopía y Ética de la Emancipación: Reflexiones Ante El Bicentenario de Las Independencias Iberoamericanas.Angela Sierra González & Ma Lourdes C. González-Luis (eds.) - 2011 - Editorial Laertes.
    En este libro se han abordado algunos aspectos de la situación de Latinoamérica desde diversos enfoques. En ninguno de estos aspectos se ha pretendido ser exhaustivo, pero sí acercarse con una mirada crítica a los problemas que enfrenta Latinoamérica hoy, y que, en muchos sentidos, comprometen su futuro. Cuestiones tales como la multiculturalidad, la diversidad social, el resurgir del indigenismo, la construcción de los nuevos republicanismos y los procesos de revisión de las Constituciones democráticas, así como el desarrollo de una (...)
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  48. Recensão A: Sousa, Paulo Ângelo Meneses - O Debate Persa Em Heródoto.Maria de Fátima Silva - 2011 - Humanitas 63:807-809.
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  49. El Pueblo and Its Problems: Democracy of, by, and for Whom?Alexander Stehn - 2011 - The Pluralist 6 (3):103.
    In response to those calling for philosophical dialogue across the Americas, this paper considers the historical emergence of the concept of el pueblo (“the people”) as the subject and object of democracy. The first section makes a linguistic claim: the genuinely communal nature of “the people” clearly appears when considering el pueblo because it is unambiguously singular, grammatically speaking. The second section makes a historical claim: the microhistory of a largely indigenous pueblo in Mexico’s Yucatán enables us to begin unpacking (...)
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  50. Toward an Inter-American Philosophy: Pragmatism and the Philosophy of Liberation.Alexander V. Stehn - 2011 - Inter-American Journal of Philosophy 2 (2):14-36.
    This essay suggests that the U.S.-American Pragmatist tradition could be fruitfully reconstructed by way of a dialogue with Latin American Liberation Philosophy. More specifically, I work to establish a common ground for future comparative work by: 1) gathering and interpreting Enrique Dussel’s scattered comments on Pragmatism, 2) showing how the concept of liberation already functions in John Dewey’s Pragmatism, and 3) suggesting reasons for further developing this inter-American philosophical dialogue and debate.
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