Results for 'Antonio Peña Freire'

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  1. Mentoring the Mentor a Critical Dialogue with Paulo Freire.James W. Fraser & Paulo Freire - 1997
  2.  5
    Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation.Susana Rodríguez, José C. Núñez, Antonio Valle, Carlos Freire, María del Mar Ferradás & Carolina Rodríguez-Llorente - 2019 - Frontiers in Psychology 10.
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  3.  30
    Positivismo vs. iusnaturalismo. Próxima salida: Neoconstitucionalismo (garcía Figueroa, Alfonso, criaturas de la moralidad. Una aproximación neoconstitucionalista al derecho a través de Los derechos, Trotta, 2009, pp. 268.). [REVIEW]Antonio Manuel Peña Freire - 2011 - Anales de la Cátedra Francisco Suárez 45:461 - 465.
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  4. La ciencia jurídica en el torbellino constitucional: comentario crítico a ciencia jurídica positivista y neoconstitucionalismo.Antonio Manuel Peña Freire - 2000 - Anales de la Cátedra Francisco Suárez 34:437-446.
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  5.  28
    Constitucionalismo y garantismo: Una relación difícil.Antonio Manuel Peña Freire - 2007 - Anales de la Cátedra Francisco Suárez 41:237-257.
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  6. Sobre las normas de competencia. Un aspecto de la dinámica jurídica de Jordi Ferrer.Antonio Peña Freire - 2002 - Isonomía. Revista de Teoría y Filosofía Del Derecho 16:215-223.
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  7.  14
    Crónica.António Freire, P. Henrique Pinto Rema, A. T., Fátima Antunes, B. F., S. J. & José Gama - 1981 - Revista Portuguesa de Filosofia 37 (4):441 - 451.
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  8.  7
    George Rainbolt, the concept of rights.Antonio Manuel Peña Freire - 2008 - Anales de la Cátedra Francisco Suárez 42:251-257.
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  9.  3
    Labores de conservación y restauración del fondo fotográfico sobre vidrio del Legado Cajal.Juan Antonio Sáenz Dégano, Isabel Algerich & Miguel Freire - 2001 - Arbor 169 (667-668):599-611.
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  10. The Paulo Freire Reader.Paulo Freire - 1998 - Continuum.
  11. Sobre el papel de la ciencia jurídica en el estado constitucional (notas al comentario de Antonio peña freire).Santiago Sastre Ariza - 2001 - Anales de la Cátedra Francisco Suárez 35:349-355.
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  12.  3
    Marxian Inspirations in the Theories of Education: Antonio Gramsci, Paolo Freire, Martha Nussbaum and Others.Katarzyna Szumlewicz - 2018 - Nowa Krytyka 40:117-131.
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  13. Recensão a: António Freire-SJ, Selecta Latinitatis scripta cum Romanorum scriptorum ordine et iudicio.Walter de Sousa Medeiros - 1966 - Humanitas 17.
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  14. Antonio Gramsci and Paulo Freire Some Connections and Contrasts.Peter Mayo - 2005 - Encyclopaideia 17:77-102.
     
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  15.  2
    The Routledge Handbook of Critical Pedagogies for Social Work.Christine Morley, Phillip Ablett, Carolyn Noble & Stephen Cowden - forthcoming - London, UK: Routledge.
    The Routledge Handbook of Critical Pedagogies for Social Work traverses new territory by providing a cutting-edge overview of the work of classic and contemporary theorists, in a way that expands their application and utility in social work education and practice; thus, providing a bridge between critical theory, philosophy, and social work. -/- Each chapter showcases the work of a specific critical educational, philosophical and/or social theorist including: Henry Giroux, Michel Foucault, Cornelius Castoriadis, Herbert Marcuse, Paulo Freire, bell hooks, Joan (...)
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  16.  19
    A reading from gramsci of Paulo Freire's thought.Luis A. Vivero-Arriagada - 2014 - Cinta de Moebio 51:127-136.
    Historicist and political reflection of Freire, gives us a deep look promising in the world. His conviction that oppressor and oppressed can liberate each other and together build a more just and equal, is embodied in education as an emancipatory praxis, which must be built into a dialogic relationship between teacher and learner. Paulo Freire's postulates it has influence of diverse intellectual currents and in this tour, we find a permanent invocation to Antonio Gramsci's contributions. La reflexión (...)
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  17.  27
    Against Educational Humanism: Rethinking Spectatorship in Dewey and Freire.Charles Bingham - 2016 - Studies in Philosophy and Education 35 (2):181-193.
    In this essay, I investigate the human act of spectatorship as found in the work of John Dewey and Paulo Freire. I will show that each is thoroughly anti-watching when it comes to educational practices. I then problematize their positions by looking at their spectatorial commitments in the realm of aesthetics. Both Dewey and Freire have a different opinion about spectatorship when it is a matter of watching art. I claim that this different in opinion derives from the (...)
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  18.  68
    Bridging East and West—Or, a Bridge Too Far? Paulo Freire and the Tao Te Ching.Peter Roberts - 2012 - Educational Philosophy and Theory 44 (9):942-958.
    This article considers key differences and similarities between Freirean and Taoist ideals. I limit my focus to the Tao Te Ching, paying brief attention to the origins of this classic work of Chinese philosophy before concentrating on several themes of relevance to Freire's work. An essay by James Fraser, who makes three references to the Tao Te Ching in his discussion of love and history in Freire's pedagogy, provides a helpful starting point for investigation. A summary of Fraser's (...)
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  19. Antonio Gramsci: Beyond Marxism and Postmodernism.Renate Holub - 1992 - Routledge.
    This book provides the first detailed account of Gramsci's work in the context of current critical and socio-cultural debates. Renate Holub argues that Gramsci was ahead of his time in offering a theory of art, politics and cultural production. Gramsci's achievement is discussed particularly in relation to the Frankfurt School (Adorno, Horkheimer, Benjamin, Bloch, Habermas), to Brecht's theoretical writings and to thinkers in the phenomenological tradition especially Merleau-Ponty. She argues for Gramsci's continuing relevance at a time of retreat from Marxist (...)
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  20. 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 (...)
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  21.  95
    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 (...)
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  22.  81
    Die Geschmückte Judith. Die Finalisierung der Wissenschaften bei Antonio Possevino S. J.Paul Blum - 1983 - Nouvelles de la République des Lettres 1:113-126.
    Es ist wahr, die frühe Neuzeit hatte nur einen Descartes. Aber sie hatte hunderte schreibende Gelehrte. Auch solche, die Descartes und allen anderen zeigten, wer was wo schon geschrieben hatte. Solche Universal-Gelehrten dachten an den einzelnen Schreiber, sie halfen ihm absichtlich nicht, die Quellen zu verbergen, sondern sie zu finden. Keine Träumereien an französischen oder schwäbischen Kaminen, sondern effiziente Arbeit am Jesuitenkolleg waren Ziel und Inhalt z.B. der Bibliotheca selecta , in der Antonio Possevino SJ das Bildungsprogramm der Jesuiten (...)
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  23. 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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  24.  25
    O Santo e a Cidade: a pregação urbana de Santo António nos Sermões Medievais.Eleonora Lombardo - 2017 - Horizonte 15 (48):1274.
    Este artigo intenta apresentar como a pregação de Santo António de Pádua está conectada com a cidade. Através de alguns exemplos tomados das legendas hagiográficas e sermões, o autor reconstrói as mudanças de atitudes de hagiógrafos e pregadores ligados a António algumas vezes a um contexto urbano geral e, em última medida, a cidade de Pádua. Em particular, o artigo se detém sobre alguns textos que destacam o efeito da pregação de Santo António no seu público-alvo, ou seja, a população (...)
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  25.  62
    On Paulo Freire's Debt to Psychoanalysis: Authority on the Side of Freedom.Charles Bingham - 2002 - Studies in Philosophy and Education 21 (6):447-464.
    Paulo Freire's major work, Pedagogy of the Oppressed, owes adebt to psychoanalysis. In particular, as this paper argues,Freire's account of teacher authority needs to be understoodthrough psychoanalytic sensibilities. Paulo Freire maintains thatteacher authority can be ``on the side of freedom.'' This is ahighly charged claim given that liberalist traditions generallycast authority as the enemy of freedom. Breaking with liberalunderstandings of authority, Freire's ``authority on the sideof freedom'' is a matter of maintaining the delicate psychicbalance that leads (...)
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  26.  51
    Matthew Lipman y Paulo Freire: Conceptos Para la Libertad.Stella Accorinti - 2002 - Utopía y Praxis Latinoamericana 7 (18):35-56.
    M. Lipman and P. Freire are two thinkers who support the practice of liberty. Liberty is liberty to learn to think, and to exist in communities of dialogue, questioning, and search. This is the project that leads human beings to understand themselves and recognize others. Without liberty there..
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  27.  36
    Correspondência de Antônio Vieira (1646-1694): O Decoro.João Adolfo Hansen - 2000 - Discurso 31:259-284.
    Os dois subgêneros epistolares desenvolvidos por Antônio Vieira entre 1646 e 1696, a carta familiar e a carta negocial, reatualizam os preceitos das artes dictaminis antigas. Escritas como imitação verossímil e decorosa de fala de pessoa natural, as canas produzem a presença do corpo e voz do remetente, reativando neo-escolasticamente as técnicas da sermocinatio latina. A comunicação tratará de categorias retóricas e teológico-políticas das articulações dos dois subgêneros: a - a enunciação ou o contrato enunciativo, em que caracteres e afetos (...)
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  28.  22
    Antônio Vieira: o império do outro mundo e o império deste mundo.André Rocha Cordeiro - 2016 - Horizonte 14 (41):206-212.
    RESENHA: MENEZES, Sezinando Luiz. Antônio Vieira : o império do outro mundo e o império deste mundo. Maringá: Eduem, 2015, 131p.
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  29.  22
    A dialogicidade no pensamento de Paulo Freire E de Hans Georg Gadamer E implicações na cultura escolar brasileira.Maria Jesus Santos - 2014 - Cadernos Do Pet Filosofia 5 (10):1-11.
    RESUMO: Este ensaio investiga um conceito que tem origem entre os gregos - o diálogo – e se desloca para o campo educacional brasileiro. O trabalho pedagógico de Paulo Freire e o pensamento do hermeneuta Hans Georges Gadamer constituem nossa base teórica. Deseja-se demonstrar que a dialogicidade é um elemento relevante e emancipatório e interfere na formação dos sujeitos e na construção de saberes de forma significativa. Paulo Freire na obra Pedagogia do oprimido realiza uma análise fenomenológica do (...)
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  30. Antonio Ungar: razonador sensible de la experiencia contemporánea.Paula Andrea Marín Colorado - 2011 - Logos: Revista de la Facultad de Filosofia y Humanidades 19:11-22.
    Antonio Ungar (Bogota, 1974) has published two novels: Zanahorias voladoras (Alfaguara, 2004) and Las orejas del lobo (Ediciones B, 2006). This paper aims to analyze the two literary works, based on the relationship between abjection and revolt (Kristeva 2006 (1980), 1998 (1996)) presented in the novels. This relationship will make it possible to understand, to a great extent, the author’s esthetic proposal, as well as his position in the current Colombian literary field and his answer to the social conditions (...)
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  31. Antonio Negri, la República constituyente y la democracia por venir.Erik Del Búfalo - 2010 - Apuntes Filosóficos 19 (37).
    En el presente artículo analizamos cuáles son las posibilidades de una nueva democracia basada en las condiciones de producción de la sociedad y no en la representación política del Estado. Desarrollamos así el concepto negriano de La República constituyente, como democracia real de la multitud global, en contraposición a las ideas, intrínsecamente totalitarias, de pueblo y soberanía. Palabras clave: Antonio Negri; democracia real; república constituyente; multitud global; ideas totalitarias. Antonio Negri, the constituent Republic and the democracy to comeIn (...)
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  32.  8
    História E Liberdade: A Esperança de Freire E de Spinoza.Juliana Mercon - 2012 - Educacao E Filosofia 26 (52):551-563.
    The notion of hope occupies a central position in Paulo Freire’s work. Since he understands hope to be a motor for change, an ontological necessity and a political act, Freire concludes that it is important to educate hope so that it is not converted into infertile hopelessness or tragic despair. Imbued with Freirean spirit, my purpose in this paper is to construct a dialogue between this great educator’s thoughts and those of Spinoza. This impossible encounter between these two (...)
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  33.  1
    Critique et idéologie dans les œuvres de jeunesse de Marx.Antonio de Abreu Freire - 1966 - Revue Philosophique De Louvain 64 (81):34-95.
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  34. Le Stresiane Dialoghi di Alessandro Manzoni Con Antonio Rosmini.Ruggiero Bonghi, Alessandro Manzoni, Antonio Rosmini & Pietro Prini - 1985 - Camunia.
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  35. Verità E Coscienza Storica Scritti in Memoria di Antonio Corsano.Antonio Corsano, Giovanni Papuli, Domenico M. Fazio, Gabriella Sava & Università Degli Studi di Lecce - 1993
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  36. Antonio Rosmini Nel Centenario Della Morte Saggi Vari.Antonio Rosmini & Università Cattolica Del Sacro Cuore - 1955 - Vita E Pensiero.
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  37.  9
    A Ontologia Política de Espinosa Na Leitura de Antonio Negri.Stefano Visentin - 2018 - Cadernos Espinosanos 38:151-170.
    O texto busca reconstituir alguns momentos fundamentais da leitura negriana de Espinosa, mostrando como ela se presta a uma releitura da modernidade filosófica bem como abre-se para a reflexão política contemporânea. Por fim, são apontados certos aspectos problemáticos da interpretação de Negri.
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  38.  43
    Neurobiología y contenido material universal de la ética: reflexiones a partir del modelo neurobiológico de Antonio Damasio.Germán Gutiérrez - 2006 - Utopía y Praxis Latinoamericana 11 (33):9-38.
    Se analiza en este estudio, las implicaciones que para el campo de la ética filosófica comporta el desarrollo de algunas de las investigaciones científicas en el campo de las neurociencias. El organismo humano nunca disocia de manera tajante la razón práctica de la teórica y, por tanto, las dimensio..
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  39.  46
    The Possibility of Justice: The Work of Paulo Freire and Difference.Claudia Rozas - 2007 - Studies in Philosophy and Education 26 (6):561-570.
  40.  26
    Antonio de Luna Garcia (1901–1967).Antonio Truyol Y. Serra & John T. Noonan - 1968 - American Journal of Jurisprudence 13 (1):vii-viii.
    Born in Granada, April 30, 1901, Antonio De Luna was educated in the universities of Granada and of Madrid, continued his studies at Freiburg in Bresgovia, Paris, and Oxford and received the doctorate in law from Bologna. At the age of 27 he was appointed to the chair of natural law at the University of La Laguna in the Canary Isles, and from there went on to Salamanca and Granada. In 1932 he obtained the chair of international public law (...)
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  41. Invitación a Filosofar, Según Espíritu y Letra de Antonio Machado.Juan David García Bacca - 1967 - Universidad de Los Andes, Facultad de Humanidades y Educación.
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  42.  19
    Antonio Banfi E Il Pensiero Contemporaneo Atti Del Convegno di Studi Banfiani.Paul Piccone - 1969 - Nuova Italia.
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  43. La Pédagogie Marxiste d'Antonio Gramsci. [Traduction de Jules Gritti.].Franco Lombardi - 1971 - Privat.
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  44.  93
    Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière.Tyson Edward Lewis - 2010 - Educational Philosophy and Theory 42 (5-6):635-648.
    In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a ‘pedagogy of laughter’. The inclusion of laughter alongside problem‐posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all forms of laughter (...)
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  45.  50
    Education, Literacy, and Humanization: Exploring the Work of Paulo Freire.Peter Roberts - 2000 - Bergin & Garvey.
    Provides a critical introduction to the work of Paulo Freire, paying particular attention to later texts.
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  46. Liberating Praxis: Paulo Freire's Legacy for Radical Education and Politics.Peter Mayo - 2004 - Praeger Publishers.
    Paulo Freire : the educator, his oeuvre, and changing contexts -- Holistic interpretations of Freire's work : a critical review -- Critical literacy, praxis, and emancipatory politics -- "Remaining on the same side of the river" : neo-liberalism, party movements, and the struggle for greater coherence -- Reinventing Freire in a Southern context : the Mediterranean -- Engaging with practice : a Freirean reflection on different pedagogical sites.
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  47.  26
    Paulo Freire's Philosophy of Education: Origins, Developments, Impacts and Legacies.Jones Irwin - 2012 - Continuum.
    A critique of Freire's thinking, the influence of his work and ways in which his theories may be developed into the future.
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  48.  11
    Paulo Freire’s Ideas as an Alternative to Higher Education Neo-Liberal Reforms in Latin America.Oscar Espinoza - 2017 - Journal of Moral Education 46 (4):435-448.
    This article examines the principal arguments found in the work of Paulo Freire concerning policy and ethics in the field of higher education in Latin America. It critically analyzes the university reform in Latin America dominated by the thought and practice promoted by various international financial institutions beginning in the 1980s and then looks at the feasibility of an alternative Freirian view. The work of Paulo Freire celebrated the liberating role that public university education should play in the (...)
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  49.  9
    Freire’s Philosophical Contribution for a Theory of Intercultural Ethics: A Deductive Analysis of His Work.Manuela Guilherme - 2017 - Journal of Moral Education 46 (4):422-434.
    This article claims that Freire’s work offers an important ground for a potential theory of intercultural ethics and, for that purpose, examines his ideas at different levels: the ontological; the ideological; the political; languages and languaging; and cultural identity and diversity. Freire never used the word ‘intercultural’, although it is suggested here that this is due to the fact that terminology related to cultural diversity has changed over time and in his day this term was not yet common (...)
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  50.  10
    Rethinking Emancipation with Freire and Rancière: A Plea for a Thing-Centred Pedagogy.Joris Vlieghe - 2018 - Educational Philosophy and Theory 50 (10):917-927.
    In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire’s work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Rancière. Not only is the latter’s (...)
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