The social responsibility field in the organizations has become recently a subject scholars have debated. Despite of the huge discussion regarding to this concept, there is no consensus. Still, there is a confusion related to “social actions,” this way reducing the social responsibility scope as a philanthropic activity. This reductionism is inadequate, distorting the essence of what is supposed to be a socially responsible conduct. The present proposal intends to evaluate enterprises in the Corporate Social Responsibility – CSR. This research (...) will investigate confessional universities in Brazil, which are organizations in higher education that have a relationship with a specific church(s) or religion and are ordinarily dependent upon that religion, through sponsorship and/or board oversight. These universities are skilled in financial reporting, but they have no good process for evaluating and reporting on the programs, activities, and outcomes that relate more directly to their educational and service missions. This paper shows the Brazilian universities scenario on CSR, describes the Hopkins and Wood’s framework followed by an evaluation of a small group of universities through a survey. From the outcomes, the framework may be reformulated, finally displaying the elements to future research and its implications. (shrink)

Este trabalho tem por objetivo refletir sobre a relação entre a tese da mente estendida e do papel do corpo no uso das estratégias de aprendizagem. Nas discussões, tecemos algumas possíveis interseções entre a teoria das estratégias de aprendizagem com a tese da mente estendida de Andy Clark e David Chalmers e o papel do corpo. Em um primeiro momento, apresentamos a teoria das estratégias de aprendizagem. Em seguida, fizemos uma breve exposição da teoria da mente estendida. De modo subsequente, (...) refletimos sobre as possíveis aproximações entre o conceito de estratégias de aprendizagem e a tese da mente estendida e refletimos sobre o papel do corpo no uso de estratégias de aprendizagem. Por último, apresentamos as considerações finais como um esboço de possíveis contribuições da interseção entre as teorias e deixamos apontamentos para estudos futuros. (shrink)

Dentro da relação entre a necessidade humana de compreensão e os “murros fechados do mundo” que o absurdo camusiano ocorre. O absurdo, vindo dessa dicotomia entre ser humano e mundo, decorrente dessa impossibilidade, ou com maior precisão, da irracionalidade do mundo descoberto pelo ser humano, é o que pauta a filosofia de Camus. Nesse contexto, a relação do absurdo com a ciência se torna um tema central de um dos ensaios de Camus, O mito de Sísifo. O autor expressa toda (...) sua revolta com a ciência moderna por nunca lhe oferecer o mundo, a ciência apenas descreve e elucida, nunca fornece o mundo à compreensão do ser humano. Essa situação pode ser esclarecidase atendo aos livros de alguns cientistas do século XX, principalmente Werner Heisenberg, o qual elucida, em A parte e o Todo, uma discussão ao redor do tema da compreensão na física moderna. Sendo assim, o propósito deste artigo é estabelecer uma relação entre o absurdo e a revolta de Camus com a ciência com o que Heisenberg demostra como os limites da compreensão na física. No final, parece que ambos autores convergem a conclusão de que o ser humano não é capaz de chegar a compreensão do mundo por meio da ciência. (shrink)

Resumo: Conhecer os deveres que temos em relação às gerações futuras é cada vez mais urgente, diante da degradação individual, social e ambiental que a humanidade enfrenta. O presente artigo pretende mostrar, de início, a complexidade filosófica dessa questão, indicando que, nos enunciados sobre o assunto, há três pressuposições filosoficamente problemáticas: 1) haverá gerações futuras; 2) nossas ações são contingentes; e 3) somos responsáveis por nossos impactos sobre as próximas gerações. Discutimos essas suposições, por meio das questões sobre a eternidade (...) do mundo, a existência da liberdade e o significado de dever, e abordamos, em seguida, as ideias convergentes de Hans Jonas e Ulrich Beck, as quais apontam que a singularidade do poder que a tecnologia conferiu ao ser humano requer agora um novo pensamento ético. Na conclusão, argumentamos que é preciso definir deveres em relação às gerações futuras e elencamos quais seriam, a nosso ver, os principais deles, levando em conta a ideia de incerteza, alcançada tanto por meio das discussões filosóficas apresentadas quanto a partir da nova conjuntura tecnocientífica de nosso tempo.: Debates on our duties to future generations are increasingly urgent if we consider the individual, social, and human degradation of the present day. This article points out the philosophical complexity that underlies these debates, first indicating that the following assumptions are present in every statement concerning our duties to future generations: 1) there will be future generations; 2) our actions are contingent; 3) we are responsible for the way our actions impact future generations. The first three sections discuss each of these assumptions by presenting the debates over the eternity of the world, the existence of freedom, and the idea of duty. In the following sections we present the convergent ideas of Hans Jonas and Ulrich Beck, so as to argue that as technology has given humankind an unprecedented power over the world, a new kind of ethical thought is required. Finally, taking into account the idea of incertitude that arises both from the philosophical issues discussed and from our current techno-scientific context, we conclude by arguing that we should formulate our duties regarding future generations and specify those that are our main obligations. (shrink)

A partir da implantação da República, surgiu um movimento de intelectuais que procurou congregar e dinamizar num esforço comum os pensadores de várias áreas do conhecimento, através da revista A Águia, tendo em vista uma nova ordem moral e cívica dentro do ideal democrático. Procurámos dar a conhecer as linhas principais que consubstanciaram o espaço aberto pela revista, as influências recebidas e os debates que a animaram.

Este trabalho tem o objetivo de analisar a representação da mulher e da família no discurso de Dom Antônio Mazzarotto, primeiro bispo de Ponta Grossa-PR (1930-1965). Dom Antônio Mazzarotto representou o esforço normatizador da instituição católica na diocese que tomou posse em três de Maio de 1930. Nesta desenvolveu em trinta e cinco anos um intenso trabalho pastoral. Uma das estratégias de seu bispado foi à publicação de cartas pastorais para se comunicar com o clero e os fiéis. Durante sua (...) atuação na Diocese de Ponta Grossa o bispo escreveu trinta e seis cartas pastorais, uma a cada ano. Nestas cartas Dom Antônio se posicionou de forma conservadora acerca do casamento e do papel da mulher na família, algo que não fugia à norma da Igreja Católica de então. A normatização feminina perpassa pelos escritos de Dom Antônio, mais especificamente na Carta Pastoral “O Matrimônio Christão- 1934”, documento que aponta a Virgem Maria como modelo ideal de mulher esposa e mãe. Palavras Chave: Casamento, Catolicismo, Mulher.This study aims to analyze the representation of women and family in the speech of Dom Antônio Mazzarotto, first bishop of Ponta Grossa, Paraná (1930-1965). Dom Antônio Mazzarotto represented the effort of normalizing Catholic institution in the diocese in which took office on May 3, 1930. At that institution he developed an intense pastoral work in thirty-five years. One of the strategies of his bishopric was the publication of pastoral letters to communicate with the clergy and the faithful. During his tenure at Ponta Grossa Diocese the bishop wrote thirty-six pastoral letters, one every year. In these letters Dom Antônio stood conservatively about marriage and the role of women in the family, something that did not escape the rule of the Catholic Church then. The normative feminine permeates the writings of Dom Antônio, more specifically in Pastoral Letter “O Matrimônio Christão-1934”, document that shows the Virgin Mary as a model of ideal woman wife and mother. Keywords: Marriage, Catholicism, Woman. (shrink)

Resumo: Este estudo objetiva analisar as perspectivas de futuros professores em relação às práticas pedagógicas necessárias para a inclusão de alunos com deficiência, assim como a possibilidade de construí-las no cotidiano escolar. Para participar da pesquisa, foram selecionadas dezesseis futuras professoras que estão cursando os últimos semestres do curso de Pedagogia e já atuam como estagiárias na Educação Básica. A pesquisa se fundamenta na abordagem qualitativa e utilizou as narrativas como instrumento da coleta de dados. A partir do processo de (...) análise textual discursiva, identificaram-se três dimensões, com base nas temáticas utilizadas nesse estudo: Educação Inclusiva; Práticas Pedagógicas Inclusivas; Experiência. Os resultados do estudo indicam as experiências das professoras como novas e significativas e que o elemento principal para a transformação da educação inclusiva passa pela necessidade de formação, estudos e trocas de experiências e de constante construção teórico-prática, que se faz mister no processo inclusivo. Palavras-chave: Educação Superior; Educação Inclusiva; Formação de Professores; Práticas Pedagógicas. The perspectives of Inclusive Education in the Education course: narratives of beginning teachers Abstract: This study aims to analyze the perspectives of future teachers in relation to the pedagogical practices necessary for the inclusion of students with disabilities, as well as the possibility of building them in the school routine. In order to participate in the research, sixteen future teachers who are attending the last semesters of the Education course and already work as interns in Basic Education were selected. The research is based on a qualitative approach and it uses narratives as an instrument for data collection. From the discursive textual analysis process, three dimensions were identified, based on the themes used in this study: Inclusive Education; Inclusive Pedagogical Practices; Experience. The results of the study indicate the experiences of the teachers as new and significant, and that the main element for the transformation of inclusive education involves the need for training, studies and exchanges of experiences as well as constant theoretical-practical construction, which is essential in the inclusive process. Keywords: Higher Education; Inclusive Education; Teacher Training; Pedagogical Practices. Las perspectivas de la Educación Inclusiva en el curso de Pedagogía: narrativas de profesores principiantes Resumen: Este estudio tiene por objetivo analizar las perspectivas de futuros profesores con relación a las prácticas pedagógicas necesarias para la inclusión de alumnos con discapacidad, así como la posibilidad de construirlas en el cotidiano escolar. Para participar de la pesquisa, fueron seleccionadas dieciséis futuras profesoras que están cursando los últimos semestres del curso de Pedagogía y ya actúan como pasantes en la Educación Básica. La investigación se fundamenta en un enfoque cualitativo y utilizó las narrativas como instrumento de recogida de dados. A partir del proceso de análisis textual discursivo, fueron identificados tres dimensiones, con base en las temáticas utilizadas en este estudio: Educación Inclusiva; Prácticas Pedagógicas Inclusivas; Experiencia. Los resultados del estudio indican las experiencias de las profesoras como nuevas y significativas y que el elemento principal para la transformación de la educación inclusiva pasa por la necesidad de formación, estudios y cambios de experiencias además de constante construcción teórico-práctica, que es esencial en el proceso inclusivo. Palabras clave: Educación Universitaria; Educación Inclusiva; Formación de Profesores; Prácticas Pedagógicas. Data de registro: 14/04/2021 Data de aceite: 19/01/2022. (shrink)

This article address the catechism as a path of training and follow Jesus Christ, which is based on the experience of faith lived in community, grounded in the Eucharist and the Word of God, the service of mission. Catechesis for occupying a privileged place for evangelization, one of the pillars of his pastoral calls attention to the whole Church as it relates to the formation of missionary disciples be able to account for the growth of church life and mission in (...) the world. For such a proposal for training and education of faith respond to today's needs, urges a return to the centrality of the person of Jesus Christ, founded on a deep and personal experience of discipleship and commitment to the Lord. (shrink)

Partindo do pressuposto de que os obstáculos epistemológicos, propostos por Gaston Bachelard, provocam situações de imobilidade frente ao conhecimento, impossibilitando, na maioria das vezes, o desenvolvimento científico e bloqueando as capacidades dos sujeitos para uma atuação crítica e questionadora, característica da nova ciência, este artigo tem a finalidade de refletir sobre as contribuições da formação inicial do pedagogo para a desconstrução da experiência primeira. Para tanto, optou-se por uma pesquisa bibliográfica e documental pautada nos estudos de Bachelard que trata dos (...) obstáculos epistemológicos à formação do espírito científico, nas Diretrizes Curriculares Nacionais do Curso de Pedagogia e dados de Programas de Pós-Graduação Stricto Sensu de 08 Instituições Públicas e Privadas de Ensino Superior dos Estados do Rio Grande do Sul e de Santa Catarina, no recorte temporal de 2018. Tal relação, entre o que descreve as Diretrizes e o que Bachelard pontua na formação do espírito científico, apresenta-se como possibilidade de compreensão e abertura de discussões a respeito do distanciamento de profissionais pedagogos dos espaços de pesquisa e experiências científicas em educação. A partir do contato com as obras pesquisadas e as Diretrizes Curriculares Nacionais para o Curso de Pedagogia, Licenciatura, percebeu-se entendimentos sobre a formação do pedagogo pesquisador, assim como pretextos para a necessidade de se continuar insistindo nessa dimensão formativa. Ainda, constatou-se que a formação inicial pode colaborar para a constituição do espírito científico do pedagogo, ampliando suas atuações enquanto cientista da educação. Para isso, torna-se necessário que os cursos de formação inicial tenham como fundamento a existência de obstáculos que podem, de modo negativo, contribuir para a inércia de seus estudantes. Palavras-chave: Espírito científico. Formação de pedagogos. Diretrizes Curriculares da Pedagogia. (shrink)

Artificial intelligence has been adopted in a wide range of domains. This shows the imperative need to contribute to making citizens insightful actors in debates and decisions involving the adoption of AI mechanisms. Currently, existing approaches to the teaching of basic AI concepts through programming treat machine intelligence as an external element/module. After being trained, that external module is coupled to the main application. Combining block-based programming and WiSARD weightless artificial neural networks, this article presents the conceptualization and design of (...) a new methodology, AI from concrete to abstract, to endow general people with a minimum understanding of what AI means. The main strategy adopted was to include AI training and classification primitives as blocks that compose an otherwise conventional computer program. This way, the programmer can use these blocks as he/she uses other programming constructs. In order to achieve this purpose, we also propose BlockWiSARD, a block-based programming environment designed to promote the demystification of artificial intelligence via practical activities related to the development of learning machines, as well as through the observation of their learning process. As a beneficial side effect of BlockWiSARD, the difference between a program capable of learning from data and a conventional computer program becomes more evident. In addition, the simplicity of the WiSARD weightless artificial neural network model enables easy visualization and understanding of training and classification tasks internal realization. (shrink)

Background:In their daily practice, Brazilian nurses have been met with complaints from co-workers and patients, as well as bioethical dilemmas intrinsic to the profession, particularly in the cont...

Physiological responses in futsal have not been studied together with temporal information about the players’ stay on the court. The aim of this study was to compare heart rate and blood lactate concentration responses between 1-H and 2-H considering the time of permanency of the players on the court at each substitution in a futsal match. HR was recorded during entire match and [La−] was analyzed after each substitution of seven players. %HRmean and [La−] mean did not differ between 1-H (...) and 2-H. Time in intensity zones of 50–100 %HRmax differed only in 60–70 %HRmax. HR coefficient of variation throughout the match was low and among the four outfield players on the court. Substitutions, time of permanence on the court, ratio between time in- and out-ratio on the court also were similar between 1-H and 2-H. Balancing the number of substitutions, and the In:Outcourt ratio of players in both halves of the match, playing lower time at 1-H, ~8 min for each participation in the match, made it possible to maintain intensity of the match in 2-H similar to the 1H. These results are a good guidance to coaches and for application in future studies. (shrink)

Background: The present study compared the effects of a traditional resistance training and resistance training combined with cognitive task on body composition, physical performance, cognitive function, and plasma brain-derived neurotrophic factor levels in older adults. Methods: Thirty community-dwelling older adults were randomized into TRT and RT+CT. Exercise groups performed a similar resistance training program, twice a week over 16 weeks. Cognitive Training involved performing verbal fluency simultaneously with RT. Exercise sessions were performed 2-3 sets, 8-15 repetitions at 60-70% of 1-repetition (...) maximum. Body composition, physical function, cognitive performance, and BDNF levels were assessed before and after intervention period. Results: The physical performance was similarly improved in response to both TRT and RT+CT. However, exclusive improvements on cognitive function and BDNF levels were observed only after RT+CT. Conclusion: The RT program associated with a cognitive task, improved physical and cognitive performance in healthy older adults. (shrink)

Resenha do livro “Raízes do Conservadorismo brasileiro: a abolição na imprensa e no imaginário social”, escrito por Juremir Machado da Silva e publicado pela Editora Civilização Brasileira em 2017.

Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...) KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

MANZATTO, Antonio. Jesus Cristo. São Paulo: Paulinas, 2019, 88 p., 13,5 x 20,0mm– ISBN 97889788535645026.

Este artigo tem a pretensão de analisar a construção de alguns processos conceituais que levaram a justificativa da legitimação da dominação, subjugação e eliminação do corpo de seres humanos de pele escura, especificamente procedentes do continente africano e as respectivas terras para onde foram levados a força para serem escravizados. Ao receber a alcunha de negro pelo colonizador europeu, o africano começa a ser inserido em um estágio de construção de não-ser, não-humanidade e não-racionalidade. Classificado dessa forma o seu corpo (...) (a força de trabalho) foi utilizado como combustível para o desenvolvimento do capitalismo. Um corpo que poderia ser utilizado e descartado assim que se tornasse inútil para ser explorado. Mesmo após o sistema econômico escravagista ter sido extinto, as estratégias de eliminação do corpo negro não cessaram. Agora, como ameaça biológica, os sistemas políticos contemporâneos, atualizando técnicas coloniais executam esse mesmo corpo em forma de necropolítica. (shrink)

Although it is commonly believed that the concept of brain death was developed to benefit organ transplants, it evolved independently. Transplantation owed its development to advances in surgery and immunosuppressive treatment; BD owed its origin to the development of intensive care. The first autotransplant was achieved in the early 1900s, when studies of increased intracranial pressure causing respiratory arrest with preserved heartbeat were reported. Between 1902 and 1950, the BD concept was supported by the discovery of EEG, Crile’s definition of (...) death, the use of EEG to demonstrate abolition of brain potentials after ischaemia, and Crafoord’s statement that death was due to cessation of blood flow. Transplantation saw the first xenotransplant in humans and the first unsuccessful kidney transplant from a cadaver. In the 1950s, circulatory arrest in coma was identified by angiography, and the death of the nervous system and coma dépassé were described. Murray performed the first successful kidney transplant. In the 1960s, the BD concept and organ transplants were instantly linked when the first kidney transplant using a brain-dead donor was performed; Schwab proposed to use EEG in BD; the Harvard Committee report and the Sydney Declaration appeared; the first successful kidney, lung and pancreas transplants using cadaveric donors were achieved; Barnard performed the first human heart transplant. This historical review demonstrates that the BD concept and organ transplantation arose separately and advanced in parallel, and only began to progress together in the late 1960s. Therefore, the BD concept did not evolve to benefit transplantation. (shrink)

On 5 August 1968, publication of the Harvard Committee’s report on the subject of “irreversible coma” established a standard for diagnosing death on neurological grounds. On the same day, the 22nd World Medical Assembly met in Sydney, Australia, and announced the Declaration of Sydney, a pronouncement on death, which is less often quoted because it was overshadowed by the impact of the Harvard Report. To put those events into present-day perspective, the authors reviewed all papers published on this subject and (...) the World Medical Association web page and documents, and corresponded with Dr A G Romualdez, the son of Dr A Z Romualdez. There was vast neurological expertise among some of the Harvard Committee members, leading to a comprehensible and practical clinical description of the brain death syndrome and the way to diagnose it. This landmark account had a global medical and social impact on the issue of human death, which simultaneously lessened reception of the Declaration of Sydney. Nonetheless, the Declaration of Sydney faced the main conceptual and philosophical issues on human death in a bold and forthright manner. This statement differentiated the meaning of death at the cellular and tissue levels from the death of the person. This was a pioneering view on the discussion of human death, published as early as in 1968, that should be recognised by current and future generations. (shrink)

Resumo No Manifesto surrealista, de 1924, Breton explicita o produto da atividade surrealista como uma “luz de imagem”, gerado pela aproximação involuntária de duas realidades distantes. Essa estrutura dupla da imagem surrealista tem um caráter disruptivo, que rompe com a nossa percepção da realidade cotidiana. Com isso, abre-se a possibilidade de um espaço para a crítica social e histórica, bem como para uma intervenção estético-política justamente em uma sociedade na qual as formas tradicionais de crítica parecem estar neutralizadas. Essa experiência (...) surrealista e esse espaço aberto por ela Walter Benjamin caracteriza respectivamente com a fórmula “iluminação profana” e “espaço de imagem”. Ambos apresentam uma grande semelhança com alguns pontos e consequências, em seus conceitos, tanto de “imagem do pensamento”, como de “imagem dialética”, sobretudo na medida em que esses conceitos também são formulados em meio à crise cultural da sociedade europeia, nos 1920, e buscam uma saída revolucionária para a mesma. Trata-se de investigar aqui, por meio de uma análise comparativa dessas concepções de imagem, até onde vai a influência e a relevância do surrealismo para o pensamento figurativo-dialético de Benjamin e para sua compreensão da história.In the Surrealistic manifest from 1924, Andre Breton explains the product of surrealistic action as a “light of image” resulting from an arbitrary approach of two distant realities. This double structure of surrealistic image has a disrupting character that breaks our common perception of reality. Thus can open a space for social and historical criticism as well as for an aesthetical-political intervention in a society where traditional forms of criticism seem to be neutralized. Walter Benjamin defines this surrealistic experience and its opened space respectively with the expressions “profane illumination” and “image space”. Both have similarities with Benjamin’s ideas of “thought image” and “dialectical image”, especially because they were elaborated amidst the cultural european crisis in the 1920ies looking to find a revolutionary way out of it. Through a comparative analysis of these notions of image, this paper proposes to investigate the influence and the relevance of surrealism for Benjamin’s dialectical-figural way of thinking and his comprehension of history. (shrink)

This book offers a powerful, comprehensive and compelling rereading of Hobbes's theory of representation, by reinstating it in a wider pattern of Hobbes’s theorizing about human thought and action in relation to images, roles and fictions of various types.

La física durante la segunda mitad del siglo XIX experimentó una silenciosa pero profunda revisión de sus fundamentos. A pesar de su importancia para los desarrollos posteriores de la física, los estudios históricos y filosóficos sobre dicho periodo son escasos comparados con aquellos de principios del siglo XX. Este trabajo reconstruye algunos aspectos de la física de este periodo usando dos herramientas conceptuales: espacios controversiales de Oscar Nudler y estilo de razonamiento científico de Ian Hacking. El objetivo es mostrar los (...) elementos que produjeron el desbloqueo conceptual de la controversia sobre el determinismo durante la segunda mitad del siglo XIX y principios del siglo XX. (shrink)

A vanguarda surrealista, em suas manifestações literárias e artísticas dos anos 1920, explorava as imagens de caráter disruptivo como uma forma de transformar a arte e a vida cotidiana. Influenciado pelos surrealistas, Walter Benjamin, em seu livro Rua de mão única, publicado em 1928, elaborou um diagnóstico crítico de seu presente histórico e apontou o caminho para uma possível transformação do mesmo, explorando uma forma filosófico-literária que denominou imagem de pensamento. Pressupondo a fundamental influência do surrealismo nesta e em toda (...) a obra posterior de Benjamin, o presente artigo, não obstante, tem como objetivo apresentar brevemente algumas diferenças importantes entre estas posturas, a saber: que as imagens de pensamento benjaminianas abordam de modo mais radical o vínculo das experiências disruptivas subjetivas com uma dimensão coletiva, histórica e social. A diferenciação destes dois casos de revalorização filosófica da imagem traz elementos importantes para se pensar o papel da imagem na educação e em que medida a própria imagem pode abrir espaço a uma crítica da sociedade do espetáculo e das mídias de massa em que vivemos. (shrink)

Among other virtues, Mental Files Theory provides a straightforward explanation of de jure coreference, i.e. identity of referent guaranteed by meaning alone: de jure coreference holds between terms when these are associated with the same mental file from which they inherit their reference. In this paper, I discuss an objection that Angel Pinillos raises against Mental Files Theory and other similar theories: the theory predicts that de jure coreference should be transitive, just like identity. Yet there are cases, involving ‘slash-terms’, (...) in which transitivity fails, or so it seems. In his book Mental Files, Recanati replies that the mental files theorist can accommodate Pinillos’ exceptions by offering a refined model of merging files, the ‘partial merging’ model. While agreeing with Recanati on the need for such a model, I contend that, pace Recanati and Pinillos, de jure coreference is transitive even in the presence of slash-terms. I will first show that paradoxical consequences ensue if slash-terms are said to de jure corefer with several basic terms at once. Then, building on two different accounts Recanati gives of referential confusion, I will show that on both views, de jure coreference cannot hold because of the behaviour of confused slash-terms. I will conclude that, in Mental Files Theory, a slash-term can, at most, de jure corefer with only one basic term per context. (shrink)

O presente trabalho tem como objetivo analisar o fenômeno do Totalitarismo no pensamento da filósofa alemã Hannah Arendt tendo como fio condutor a obra Origem do Totalitarismo. Verificaremos como a filósofa compreende o movimento totalitário e atuação do mesmo para capturar os seres humanos e destituí-los de todos os direitos usando para este fim os mais baixos artifícios, tais como os campos de concentração e o sistema propagandista ficcional. Focalizaremos especificamente no terceiro capítulo da obra supracitada, no qual a pensadora (...) apresenta os horrores das ditaduras e do Totalitarismo, revelando a face tenebrosa e cruel do homem. (shrink)

Trata-se de uma contextualização filosófica que perpassa os limites e as fronteiras do pensamento reducionista: que fragmenta e exclui a subjetividade humana em nome da objetividade racionalista. Volta-se ao pressuposto de que tanto a subjetividade quanto a objetividade são legítimas fontes do pensar e do agir humanos e, por isto mesmo, fontes primárias da religação ética entre o eu e o outro. Debruçar-se sobre o conceito de amorosidade, em Paulo Freire, remete à discussão acerca da ética como campo ontológico das (...) relações entre humanos e humanos, e entre humanos e não humanos. A proposta que tangencia o estudo tem por objetivo principal compreender o conceito de amorosidade e seus desdobramentos dentro e fora da pedagogia freireana, sobretudo incorporada ao ethos e à racionalidade prática, nesta contemporaneidade. Almeja-se, com isto, oferecer algumas reflexões sobre o sentido e o sentir da amorosidade como modo de acolhimento do outro no eu, uma possibilidade de reconhecimento de um eu no outro. Palavras-chave: Paulo Freire. Amorosidade. Ética. Formação humana. (shrink)

Kerridge et al recently published a paper in the journal about organ transplantation and the diagnosis of death.1 Although I appreciate the authors’ efforts to present their arguments about such a controversial issue, I found some inconsistencies in this article that I would like to discussWhen Kerridge and his collaborators discussed the origins of the concept of brain death , they emphasised that after the report of the medical consultants on the diagnosis of death to the US President’s Commission was (...) published in 1981,2 clinicians equated the concept of BD with brainstem death. In fact, the brainstem criterion was first proposed by Mohandas and Chou in Minnesota, in 1971.3 The Minnesota criteria inspired the UK code, which was mainly adopted in UK commonwealth countries.4 This view was afterwards powerfully defended by Christopher Pallis.5 After the US President’s Commission report,2 a lot of countries, and most US states, accepted the whole brain, and not the brainstem, criterion.6Regarding the “dead donor rule”, with the advent of transplant surgery, interest in definitions and diagnosis of death based on brain formulations really acquired a new urgency. None the less, it is important to point out that the concept of BD as death of the individual, did not appear to benefit organ transplantation, but was a consequence of the development of intensive care. As Pallis emphasised, if organ transplant techniques had never been developed, intensive care procedures would have provided the possibility of supplying life support to those cases with destroyed brains and preserved heart function, and physicians would need to face the clinical syndrome called BD.5 When French neurophysiologists and neurologists described the death of the nervous system and coma dépassé, organ transplant techniques were only in the very early stages of development. …. (shrink)

Vir a ser cidadão: Educação, Política e Psicologia do Desenvolvimento Resumo: Considerando a tese honnethiana de que, hodiernamente, há um desenlace entre Educação e Política, e afirmando um forte nexo entre essas áreas no pensamento de Jean-Jacques Rousseau, neste trabalho, apresentamos alguns aspectos de como, para este, é possível que o ser humano, como membro da espécie, venha a ser cidadão. Em seguida, contando com a crítica de Nussbaum sobre como muitas propostas educacionais não explicitam uma psicologia do desenvolvimento, aventamos (...) uma vinculação entre Educação, Política e ideias psicológicas em Rousseau. Adiante, trazemos elementos da pesquisa psicogenética de Jean Piaget, propondo que esse tipo de pesquisa permite um fortalecimento do nexo entre as áreas da Educação, Política e, agora, Psicologia do Desenvolvimento, contribuindo para a discussão ainda atual acerca do vir a ser cidadão. Palavras-chave: Cidadão; Desenvolvimento; Formação; Rousseau; Piaget. Becoming a citizen: Education, Politics and Developmental Psychology Abstract: Considering the Honnethian thesis that there is today a disconnexion between Education and Politics, and asserting a strong link between these fields in the thought of Jean-Jacques Rousseau, in this work we present some aspects of how, for him, it is possible for a human, as a member of the species, to become a citizen. Then, relying on Nussbaum's critique of the fact that many educational proposals do not make developmental psychology explicit, we suggest a link between Education, Politics and psychological ideas in Rousseau. Ahead, we bring elements of Jean Piaget's psychogenetic research, proposing that this type of research allows a strengthening of the nexus between the fields of Education, Politics and, now, Developmental Psychology, contributing to the still current discussion about becoming a citizen. Keywords: Citizen; Development; Formation; Rousseau; Piaget. Devenir citoyen: Éducation, Politique et Psychologie du développement Résumé: Considérant la thèse honnéthienne selon laquelle, aujourd'hui, il y a une déconnexion entre éducation et politique, et affirmant un lien fort entre ces domaines dans la pensée de Jean-Jacques Rousseau, nous présentons dans cette étude certains aspects de la façon dont, pour lui, il est possible pour l’être humain, en tant que membre de l'espèce, devenir citoyen. Puis, en nous appuyant sur la critique de Nussbaum sur le nombre de propositions éducatives qui ne rendrent pas explicite une psychologie du développement, nous avons suggéré un lien entre l'éducation, la politique et les idées psychologiques chez Rousseau. En avant, nous apportons des éléments de la recherche psychogénétique de Jean Piaget, en proposant que ce type de recherche permette un renforcement du lien entre les domaines de l'éducation, de la politique et, maintenant, de la psychologie du développement, contribuant à la discussion encore actuelle sur le devenir citoyen. Mots-clés: Citoyen ; Développement ; Formation ; Rousseau ; Piaget. Data de registro: 25/02/2021 Data de aceite: 19/01/2022. (shrink)

Este artículo propone que las actitudes proposicionales doxásticas, o creencias, funcionan en una estructura de dos niveles, uno básico o fundacional, concebido a partir del lenguaje, y otro epistémico o no fundacional, creado a partir del proceso confiabilista. Lo anterior representa sólo un modelo del funcionamiento de la mente en relación con los procesos que originan conocimientos, sin suponer que existan físicamente tales niveles. Lo que sí existiría, puesto que observamos que sus resultados se adecúan al modelo expuesto, son, por (...) un lado, procesos que generan conocimientos y cuyo comportamiento puede describirse mediante conceptos de carácter probabilístico, y por el otro, procesos cuya viabilidad depende del uso adecuado del lenguaje. (shrink)

Thomas Hobbes combines true representation and representation by fiction in the making of the modern representative state. This chapter examines how this is done and to what effect. Hobbes's adoption, in the English Leviathan, of a broad and elastic concept of person as an agent capable of speech and action marks a departure from his earlier works. Words and actions are the “outward appearances” that make up the Hobbesian person. As the distinction between true representation and representation by fiction shows, (...) at the core of Hobbes's theory of representation lie the notions of authorization and attributed action. According to Hobbes, representation by fiction is the only form of representation available to people, things or abstractions who “cannot be Authors, nor therefore give Authority to their Actors”. Representation was equally necessary, understood as the representation of the commonwealth itself as a formidable image of unity that transcended the mere sum of its authorizing parts. (shrink)

Child mortality (the mortality of children less than five years old) declined considerably in the developing world in the 1990s, but infant mortality declined less. The reductions in neonatal mortality were not impressive and, as a consequence, there is an increasing percentage of infant deaths in the neonatal period. Any further reduction in child mortality, therefore, requires an understanding of the determinants of neonatal mortality. 209,628 birth and 2581 neonatal death records for the 1998 birth cohort from the city of (...) São Paulo, Brazil, were probabilistically matched. Data were from SINASC and SIM, Information Systems on Live Births and Deaths of Brazil. Logistic regression was used to find the association between neonatal mortality and the following risk factors: birth weight, gestational age, Apgar scores at 1 and 5 minutes, delivery mode, plurality, sex, maternal education, maternal age, number of prior losses, prenatal care, race, parity and community development. Infants of older mothers were less likely to die in the neonatal period. Caesarean delivery was not found to be associated with neonatal mortality. Low birth weight, pre-term birth and low Apgar scores were associated with neonatal death. Having a mother who lives in the highest developed community decreased the odds of neonatal death, suggesting that factors not measured in this study are behind such association. This result may also indicate that other factors over and above biological and more proximate factors could affect neonatal death. (shrink)

This essay analyzes the relation between nothingness and the work of art, where negation appears as a fundamental element of art. Starting at a discussion of the concept of nothingness in existential phenomenology, it points to the limitations of Heidegger's notion of nullity and negation, which spring from the denial of the dimension of consciousness to his Dasein. Although Sartre recovers that dimension in his portrayal of the pour-soi, now the idea of nothingness is not taken to its ultimate consequence, (...) where art would appear as a product of consciousness that is entrenched in nothingness. Only through an enlarged notion of consciousness, one that allows the perception of negative experience as intrinsically related to poiesis, will the work of art appear ontologically grounded in a form of Being that searches for its own contradiction. Such an enlarged notion of consciousness appears in the thought of Japanese philosopher Nishida Kitarō, where concepts such as "the place of nothingness" and "pure experience" can serve as ground to an analysis of the relation between nothingness and the work of art. (shrink)

O artigo apresenta uma análise das formas literárias de Mt 20,20-28, que narra o pedido da mãe dos filhos de Zebedeu e a resposta de Jesus a respeito do servir. Será aplicado o referencial teórico proposto por Klaus Berger, em As formas literárias do Novo Testamento. Com a aplicação da análise formal a perícope é classificada com um gênero abrangente que contém características de texto simbulêutico, epidíctico e dicânico. Mediante um diagrama são identificados os subgêneros, que são categorias menores em (...) níveis diferentes e que aparecem combinados na perícope. A teoria comunicativa dos gêneros prioriza a relação autor/leitor e releva a importância do ambiente vital como sustentava a tese clássica dos gêneros literários de M. Dibelius e R. Bultmann. Assim os sinais e formas usados no texto produzem o efeito nos ouvintes/leitores. Eles permanecem no modelo dos dominadores do mundo ou vão aderir ao modelo de Jesus? Vão reproduzir a racionalidade da dominação ou a do serviço? A argumentação classificada como simbulêutica em Mt 20,26 visa modificar os pressupostos usados pelos ouvintes para julgar e tomar decisões. O critério não será o poder dominação, mas o serviço, o que resulta em relações igualitárias na comunidade de Mateus. Quem quiser tornar-se grande, deve ser servidor, não o primeiro, mas o último. (shrink)

O presente artigo desenvolve um diálogo entre a teoria de gênero e a literatura feminina. Para tanto, utiliza-se a _Tetralogia napolitana_, obra da autora italiana Elena Ferrante, como objeto de análise. Busca-se fazer uma relação entre a vida privada das personagens e seus dilemas com casamento, família, maternidade, trabalho e de teorias a respeito da divisão sexual do trabalho, da dominação masculina e do cuidado. Trata-se de uma pesquisa qualitativa de tipo exploratório, levando como base de análise o material bibliográfico (...) e documental referentes ao problema em questão. Verifica-se como a divisão sexual do trabalho, a dominação masculina e a ética do cuidado estabeleceram condições desfavoráveis para as personagens ao longo de suas vidas. Concluindo que o campo literário é um cenário importante para estudos relacionados às temáticas de gênero e feminismo, seja por sua demonstração detalhada do cotidiano feminino, seja pela escrita feminina. (shrink)

Luc Brisson e Jean-François Pradeau. Plotin Traités 45-50. Paris: Éditions Flammarion, 2009, pp. 515.

This authoritative biography addresses the life and work of the quantum physicist David Bohm. Although quantum physics is considered the soundest physical theory, its strange and paradoxical features have challenged - and continue to challenge - even the brightest thinkers. David Bohm dedicated his entire life to enhancing our understanding of quantum mysteries, in particular quantum nonlocality. His work took place at the height of the cultural/political upheaval in the 1950's, which led him to become the most notable American scientist (...) to seek exile in the last century. The story of his life is as fascinating as his ideas on the quantum world are appealing. (shrink)

O presente artigo tem por objetivo examinar a alienação que envolve a atividade do professor coordenador, relacionando esse profissional às expectativas do ideário neoliberal, reproduzido pela escola burguesa e comparar as atribuições destinadas a esse profissional com o seu fazer efetivo. O universo da pesquisa engloba a escola pública do Estado de São Paulo e a atividade do professor coordenador, especialmente as de Ciclo II. O referencial usado é o materialismo histórico dialético, e a categoria de análise é a teoria (...) da alienação, formulada por Marx e estudada por Mészáros. (shrink)