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Alexandre Guilherme [10]Alexandre Anselmo Guilherme [3]
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Alex Guilherme
Liverpool Hope University
  1.  42
    Reflexions on Buber’s ‘Living-Centre’: Conceiving of the Teacher as ‘The Builder’ and Teaching as a ‘Situational Revelation’.Alexandre Guilherme - 2015 - Studies in Philosophy and Education 34 (3):245-262.
    There has been a shift from teaching to learning, the so-called process of ‘learnification’, which promotes the idea that teaching should be primarily concerned with the creation of rich learning environments and scaffolding student learning. In doing so, this process of ‘learnification’ has also attacked the idea that teachers have something to teach and that students have something to learn from their teachers. The influence of constructivism, and thinkers like Piaget, Vygotsky, and Bruner in this paradigm shift is quite evident; (...)
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  2.  52
    I and Thou: The Educational Lessons of Martin Buber's Dialogue with the Conflicts of His Times.W. J. Morgan & Alexandre Guilherme - 2012 - Educational Philosophy and Theory 44 (9):979-996.
    Most of what has been written about Buber and education tend to be studies of two kinds: theoretical studies of his philosophical views on education, and specific case studies that aim at putting theory into practice. The perspective taken has always been to hold a dialogue with Buber's works in order to identify and analyse critically Buber's views and, in some cases, to put them into practice; that is, commentators dialogue with the text. In this article our aims are of (...)
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  3.  39
    Violence in Schools: Perspectives (and Hope) From Galtung and Buber.Hilary Cremin & Alexandre Guilherme - 2016 - Educational Philosophy and Theory 48 (11).
    Research into violence in schools has been growing steadily at an international level, and has shown high degrees of violence at various different levels. Given the seriousness of the problem, finding ways of responding to this issue in schools becomes an imperative for educationists. In this article, we engage with this problem by defending the view that whilst violence might be endemic in schools, there are also real possibilities for working towards different ways of being in relationship in schools. Firstly, (...)
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  4.  57
    God as Thou and Prayer as Dialogue: Martin Buber’s Tools for Reconciliation. [REVIEW]Alexandre Guilherme - 2012 - Sophia 51 (3):365-378.
    ‘Prayer’ can be defined as ‘the offering, in public worship or private devotion, of petition, confession, adoration, or thanksgiving to God; also the form of words in which such an offering is made’ (cf. Cohn-Sherbok 2010). In addition to this simple definition it could be said that there are different forms of prayer: some are vocal and articulate and others are only mental in nature; some prayers are communal and liturgical and other prayers are spontaneous or at least composed by (...)
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  5.  4
    Educação continuada de professores: diálogos emergentes a partir da visão de Gert Biesta // Teacher’s lifelong learning: emerging dialogies from Gert Biesta’s philosophical views.Alexandre Anselmo Guilherme, Bettina Steren dos Santos & Carla Spagnolo - 2020 - Conjectura: Filosofia E Educação 25:020025.
    A Educação Continuada de professores é reconhecida como indispensável e fundamental para a qualificação dos processos de ensino e aprendizagem. Para tanto, neste estudo, levaremos em consideração alguns aspectos dessa temática. Em primeiro lugar, precisamos ter conhecimento das diretrizes que tratam da Educação Continuada de professores, ou seja, compreender de onde viemos e qual é a proposta das legislações nacional e internacional. Em segundo lugar, explanaremos e discutiremos conceitos teóricos que tratam da temática, em especial a visão de Gert Biesta, (...)
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  6.  17
    Interculturalism and Non‐Formal Education in Brazil: A Buberian Perspective.Alexandre Guilherme, W. J. Morgan & Ida Freire - 2012 - Educational Philosophy and Theory 44 (9):1024-1039.
    Gilberto Freyre, the great Brazilian historian and sociologist, described Brazil as a ‘racial paradise’, a place where different races and nationalities have come to live together in a sort of ‘racial democracy’. The literature on this topic has become extensive as anthropologists, social scientists and historians felt the need to either prove or disprove such a claim. The argument that Brazil is a racial paradise or democracy is certainly romantic, even utopian; but it is true that Brazil has not experienced (...)
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  7.  39
    Ilan Gur-Ze’ev e o professor improvisador: a import'ncia da educação continuada de educadores na escola pública // DOI: 10.18226/21784612.v22.n3.3. [REVIEW]Alexandre Guilherme, Denise Dalpiaz Antunes & Lucas Rech dos Santos - 2017 - Conjectura: Filosofia E Educação 22 (3):436-457.
    Neste artigo aponta-se para uma importante contribuição que o Pacto Nacional pelo Fortalecimento do Ensino Médio introduz no campo da educação, quer dizer, a possibilidade de constituição do professor-improvisador, tão defendido por Ilan Gur-Ze’ev. Como resultado desta pesquisa empírica com análise qualitativa de dados mostra-se que, sem o apoio de tais ações, a oportunidade de os indivíduos expandirem suas capacidades críticas é reduzida, comprometendo o potencial para o surgimento e/ou revelação desse professor improvisador, crítico e encorajador da crítica. Ainda: busca-se (...)
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  8. Intention, Motivation and Learning Process: Some Factors Influencing Student Learning.Alexandre Guilherme - 2004 - Philosophy Pathways 86.
     
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  9. Fichte: Kantian or Spinozian? Three Interpretations of the Absolute I.Alexandre Guilherme - 2010 - South African Journal of Philosophy 29 (1):1-16.
    Fichte is the first great Post-Kantian Idealist and his debt to Spinozism has been acknowledged by virtually all of his commentators. However, the extent of Spinoza’s influence on Fichte has not been spelled out in much detail. In response to this I propose to do two things. Firstly, I propose to provide a typology of interpretations of Fichte’s Absolute I, as some commentators seem to get entangled in these different interpretations, which can be very confusing to their readership. Secondly, I (...)
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  10.  30
    Schelling's Naturphilosophie Project: Towards a Spinozian Conception of Nature.Alexandre Guilherme - 2010 - South African Journal of Philosophy 29 (4):373-390.
    Various commentators have acknowledged the fact that Schelling was influenced by Spinoza’s philosophical views (cf. Bowie 1993, 2003; Copleston 1963; Esposito 1977; White 1983; Lawrence 2003; Hegel 1995; Beiser 2002; Richards 2002). However, these commentators have not spelled out in detail this influence, and this situation is particularly true of the Anglo-American tradition. In this article, I investigate Schelling’s Naturphilosophie project in search of its Spinozistic roots and I argue that this provides us with a better understanding of the Schelligian (...)
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  11. Teaching Formats for Small Group Philosophy Tutorials.Alexandre Guilherme - 2004 - Philosophy Pathways 77.
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  12.  4
    Memória, Ética E Estética: Algumas Considerações a Partir de Adorno, Levinas E Gur-Ze’Ev.Bruno Antonio Picoli & Alexandre Anselmo Guilherme - 2020 - Veritas – Revista de Filosofia da Pucrs 65 (2):e37851.
    A reflexão parte da tarefa que Benjamin atribui aos que estão vivos: originar um verdadeiro “estado de exceção”. Compreende-se que essa é a tarefa primeira de uma Educação Histórica ética e estética. O artigo está organizado em três partes que compreendem os três elementos indissociáveis que constituem os primeiros movimentos no sentido de superar o “estado de Exceção” da violência sem memória. Na primeira parte, discutimos, a partir de Adorno, o “estado de exceção” da violência sem memória e reafirmamos o (...)
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  13.  8
    Discussões sobre o genocídio da juventude negra brasileira à luz de Frantz Fanton.Cristiane Silveira Santos & Alexandre Anselmo Guilherme - 2020 - Conjectura: Filosofia E Educação 25:222-239.
    O presente trabalho reflete sobre a significativa e desigual morte de jovens negros no País. Para tanto, a produção traz uma discussão sobre o teórico martinicano Frantz Fanon que, com suas ideias sobre racismo e colonialismo, nos ajuda a reconhecer o racismo brasileiro e a condição em que vivem os jovens negros do Brasil. Apesar de Fanon afirmar que suas considerações se referem apenas ao momento histórico em que escreve e aos estudos de colonialismo, acreditamos ser fácil fazer um paralelo (...)
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