Results for 'Guilherme Dornelas Camara'

331 found
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  1.  35
    Outramente que ser: revolvendo questões à luz da pedagogia do oprimido.Aida Maria Lovison & Guilherme Dornelas Camara - 2008 - Veritas – Revista de Filosofia da Pucrs 53 (2):7-17.
    In this paper, the ethics of otherness of Emmanuel Levinas, for whom the nudity of the Face (visage) is never a matter of style but moral conscience, encounters the theory of (cultural) dialogical action, foundation for Paulo Freire’s pedagogy of the oppressed and its denunciation-enunciation of dehumanization and oppression. For both authors, violence gets the meaning of possession, way throughout an entity, although existing, is partially negated. Such partiality, when negating the independence of the entity, states oppression, as it negates (...)
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  2. Programa de Política Criminal: Orientado Para a Vítima de Crime.Guilherme Costa Câmara - 2008 - Coimbra Editora.
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  3.  10
    Resolução de Conflitos Normativos E Paraconsistência Na Summa Aurea de Guilherme de Auxerre.Guilherme Wyllie - 2013 - Filosofia Unisinos 14 (2).
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  4. Predicting Students’ Intention to Plagiarize: An Ethical Theoretical Framework.S. K. Camara, Susanna Eng-Ziskin, Laura Wimberley, Katherine S. Dabbour & Carmen M. Lee - 2017 - Journal of Academic Ethics 15 (1):43-58.
    This article investigates whether acts of plagiarism are predictable. Through a deductive, quantitative method, this study examines 517 students and their motivation and intention to plagiarize. More specifically, this study uses an ethical theoretical framework called the Theory of Reasoned Action and Planned Behavior to proffer five hypotheses about cognitive, relational, and social processing relevant to ethical decision making. Data results indicate that although most respondents reported that plagiarism was wrong, students with strong intentions to plagiarize had a more positive (...)
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  5.  17
    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 currency. Moreover, (...)
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  6.  32
    AI and Education: The Importance of Teacher and Student Relations.Alex Guilherme - 2019 - AI and Society 34 (1):47-54.
    A defining aspect of our modern age is our tenacious belief in technology in all walks of life, not least in education. It could be argued that this infatuation with technology or ‘techno-philia’ in education has had a deep impact in the classroom changing the relationship between teacher and student, as well as between students; that is, these relations have become increasingly more I–It than I–Thou based because the capacity to form bonds, the level of connectedness between teacher and students, (...)
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  7.  12
    Cámara, M. L. de la y Carvajal, J. , "Spinoza y la Antropología en la Modernidad", Hildesheim, Georg Olms Verlag, 2017, 408 pp. [REVIEW]Agustín Soler Fernández - 2018 - Logos. Anales Del Seminario de Metafísica [Universidad Complutense de Madrid, España] 51:421-424.
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  8.  42
    Reflexions on Buber’s ‘Living-Centre’: Conceiving of the Teacher as ‘The Builder’ and Teaching as a ‘Situational Revelation’.Alexandre Guilherme - 2015 - Studies in Philosophy and Education 34 (3):245-262.
    There has been a shift from teaching to learning, the so-called process of ‘learnification’, which promotes the idea that teaching should be primarily concerned with the creation of rich learning environments and scaffolding student learning. In doing so, this process of ‘learnification’ has also attacked the idea that teachers have something to teach and that students have something to learn from their teachers. The influence of constructivism, and thinkers like Piaget, Vygotsky, and Bruner in this paradigm shift is quite evident; (...)
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  9. Martin Buber’s Philosophy of Education and its Implications for Non-Formal Education.A. Guilherme & W. John Morgan - 2009 - International Journal of Lifelong Learning 28 (5).
    The Jewish philosopher and educator Martin Buber (1878–1965) is considered one of the twentieth century’s greatest contributors to the philosophy of religion and is also recognized as the pre-eminent scholar of Hasidism. He has also attracted considerable attention as a philosopher of education. However, most commentaries on this aspect of his work have focussed on the implications of his philosophy for formal education and for the education of the child. Given that much of Buber’s philosophy is based on dialogue, on (...)
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  10.  21
    Discussing Education by Means of Metaphors.Alex Guilherme & Ana Lucia Souza de Freitas - 2018 - Educational Philosophy and Theory 50 (10):947-956.
    Metaphors help us understand a concept by resorting to the imaginary because it is sometimes difficult to do so through the use of words alone. Thinkers have made use of metaphors to not only describe ‘falling in love’, ‘the pain of losing someone dear to us’, but also to describe particular concepts both in arts and sciences. In fact, the use of metaphors in some disciplines, particularly the sciences, is now regarded as something essential for the development of the field. (...)
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  11. Foucault.José Guilherme Merquior - 1985 - University of California Press.
    In this concise, witty critical study, Merquior examines Foucault's work on madness, sexuality, and power and offers a provocative assessment of Foucault as a "neo-anarchist." Merquior brings an astonishing breadth of scholarship to bear on his subject as he explores Foucault using insights from a range of fields including philosophy, sociology, and history.
     
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  12. On Bayle’s Interpretation of Spinoza’s Substance and Modes.A. Guilherme - 2009 - Conatus 3 (6):11-16.
  13.  66
    Ethnic Marketing Ethics.Guilherme D. Pires & John Stanton - 2002 - Journal of Business Ethics 36 (1-2):111 - 118.
    Culture plays an important role in defining ethics standards because dissimilar cultures socialize their people differently, according to what is acceptable behaviour. The potential significance of ethnic groups for marketing justifies inquiry into the moral judgments, standards, and rules of conduct exercised in marketing decisions and situations arising from decisions whether or not to focus on individual ethnic groups within an economy. Identifying and targeting ethnic groups for marketing purposes are tasks fraught with many ethical difficulties. In a multicultural society (...)
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  14.  18
    Michel Serres’ Le Parasite and Martin Buber’s I and Thou: Noise in Informal Education Affecting Dialogue Between Communities in Conflict in the Middle East.Alex Guilherme - 2015 - Educational Philosophy and Theory 47 (10):1052-1068.
    One issue that is often ignored in political theory is the problem of means and modes of communication affecting dialogue between parties. In this age of hyper communication, this is something particularly relevant. The point here is that, despite the ease with which we have access to both means and modes of communication, there remains the problem of truly communicating and truly dialoguing with the Other. Michel Serres’ work Le Parasite is a seminal work on this issue. According to him, (...)
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  15.  22
    The Contrasting Philosophies of Martin Buber and Frantz Fanon: The Political in Education as Dialogue or as Defiance.Alex Guilherme & W. John Morgan - 2014 - Diogenes 61 (1):28-43.
    Education has two distinct but interconnected layers. There is an outer layer concerned with knowledge transfer and skills and an inner layer concerned with the development of character and relationships with others, both individually and socially. This inner layer provides the individual with the capacity to influence and to change society. In that sense, such an inner layer is ‘political’. In this article we argue that the ‘political’ in education can take two distinct forms: either that of dialogue or of (...)
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  16.  21
    Super Size Spain? A Cross-Sectional and Quasi-Cohort Trend Analysis of Adult Overweight and Obesity in an Accelerated Transition Country.Antonio D. Cámara & Jeroen J. A. Spijker - 2010 - Journal of Biosocial Science 42 (3):377-393.
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  17.  7
    When “Goal!” Means ‘Soccer’.Esther Pascual, Aline Dornelas & Todd Oakley - 2017 - Pragmatics and Cognition 24 (3):315-345.
    Autism is characterized by repetitive behavior and difficulties in adopting the viewpoint of others. We examine a communicative phenomenon resulting from these symptoms: non-prototypical direct speech for non-reports involving an actual utterance from previously produced discourse. We video-recorded the naturalistic speech of five Brazilian children with autism, five typically developing children of the same mental age, and five of the same chronological age. They all used so-called fictive speech for narration, expressing needs, and referring to individuals and events. Such verbatim (...)
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  18.  14
    Radical Embodied Cognitive Science and “Real Cognition”.Guilherme Sanches de Oliveira, Vicente Raja & Anthony Chemero - 2019 - Synthese 198 (Suppl 1):115-136.
    A persistent criticism of radical embodied cognitive science is that it will be impossible to explain “real cognition” without invoking mental representations. This paper provides an account of explicit, real-time thinking of the kind we engage in when we imagine counter-factual situations, remember the past, and plan for the future. We first present a very general non-representational account of explicit thinking, based on pragmatist philosophy of science. We then present a more detailed instantiation of this general account drawing on nonlinear (...)
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  19.  57
    God as Thou and Prayer as Dialogue: Martin Buber’s Tools for Reconciliation. [REVIEW]Alexandre Guilherme - 2012 - Sophia 51 (3):365-378.
    ‘Prayer’ can be defined as ‘the offering, in public worship or private devotion, of petition, confession, adoration, or thanksgiving to God; also the form of words in which such an offering is made’ (cf. Cohn-Sherbok 2010). In addition to this simple definition it could be said that there are different forms of prayer: some are vocal and articulate and others are only mental in nature; some prayers are communal and liturgical and other prayers are spontaneous or at least composed by (...)
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  20.  31
    Representationalism is a Dead End.Guilherme Sanches de Oliveira - 2018 - Synthese 198 (1):209-235.
    Representationalism—the view that scientific modeling is best understood in representational terms—is the received view in contemporary philosophy of science. Contributions to this literature have focused on a number of puzzles concerning the nature of representation and the epistemic role of misrepresentation, without considering whether these puzzles are the product of an inadequate analytical framework. The goal of this paper is to suggest that this possibility should be taken seriously. The argument has two parts, employing the “can’t have” and “don’t need” (...)
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  21. From Prague to Paris: A Critique of Structuralist and Post-Structuralist Thought.José Guilherme Merquior - 1986 - Verso.
  22. Patterns in Cognitive Phenomena and Pluralism of Explanatory Styles.Angela Potochnik & Guilherme Sanches de Oliveira - 2019 - Topics in Cognitive Science 12 (4):1306-1320.
    Debate about cognitive science explanations has been formulated in terms of identifying the proper level(s) of explanation. Views range from reductionist, favoring only neuroscience explanations, to mechanist, favoring the integration of multiple levels, to pluralist, favoring the preservation of even the most general, high-level explanations, such as those provided by embodied or dynamical approaches. In this paper, we challenge this framing. We suggest that these are not different levels of explanation at all but, rather, different styles of explanation that capture (...)
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  23.  52
    I and Thou: The Educational Lessons of Martin Buber's Dialogue with the Conflicts of His Times.W. J. Morgan & Alexandre Guilherme - 2012 - Educational Philosophy and Theory 44 (9):979-996.
    Most of what has been written about Buber and education tend to be studies of two kinds: theoretical studies of his philosophical views on education, and specific case studies that aim at putting theory into practice. The perspective taken has always been to hold a dialogue with Buber's works in order to identify and analyse critically Buber's views and, in some cases, to put them into practice; that is, commentators dialogue with the text. In this article our aims are of (...)
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  24.  22
    Martin Buber et Frantz Fanon. Le politique dans l'éducation : dialogue ou rébellion.W. John Morgan, Alex Guilherme & Nicole G. Albert - 2013 - Diogène 241 (1):35.
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  25.  31
    Scientific Culture and Social Appropriation of the Science.José A. López Cerezo & Montaña Cámara - 2007 - Social Epistemology 21 (1):69-81.
    The aim of this contribution is to conduct a critical approach to the concept and traditional measurement of scientific culture on the basis of an analysis of the phenomenon of the social appropriation of the science, assuming a multidimensional outlook sensitive to its contextual and behavioural dimensions. The analysis will be carried out along with a revision of some statistical results coming from a recent opinion survey about public perception of science and technology in Spain.
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  26.  39
    Violence in Schools: Perspectives (and Hope) From Galtung and Buber.Hilary Cremin & Alexandre Guilherme - 2016 - Educational Philosophy and Theory 48 (11).
    Research into violence in schools has been growing steadily at an international level, and has shown high degrees of violence at various different levels. Given the seriousness of the problem, finding ways of responding to this issue in schools becomes an imperative for educationists. In this article, we engage with this problem by defending the view that whilst violence might be endemic in schools, there are also real possibilities for working towards different ways of being in relationship in schools. Firstly, (...)
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  27.  10
    De Fada Morgana À Bruxa Morgana – as Transformações Sofridas Por Esta Personagem Arturiana Ao Longo de Oito Séculos E Seu Resgate Literário Recente.Yls Rabelo Câmara & Carlos Sanz Mingo - 2016 - Diálogos (Maringa) 20 (3):82.
    Este número da Revista Diálogos debate o tema da consolidação dos estudos acerca da Idade Média. Assim, neste artigo, apresentamos um levantamento bibliográfico da personagem Morgana na lenda arturiana, de suas origens medievais a seu resgate literário oitocentos anos depois de que fora literariamente citada pela primeira vez. Baseamos nossas considerações em teóricos como Câmara, Carver e Kopřivová. Concluímos que este é um estudo válido porque dialoga com a História e com a Literatura no que tange ao reflexo de Morgana (...)
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  28.  19
    Guilherme de Ockham: contra a Ideia como exemplar.Carolina Julieta Fernández - 2010 - Discurso 40 (40):183-206.
    Guilherme de Ockham: contra a Ideia como exemplar.
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  29.  20
    Guilherme de Ockham e a perplexidade dos platônicos.Claude Panaccio - 2010 - Discurso 40 (40):261-286.
    Guilherme de Ockham e a perplexidade dos platônicos.
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  30.  30
    Against Smallism And Localism.Guilherme Sanches de Oliveira & Anthony Chemero - 2015 - Studies in Logic, Grammar and Rhetoric 41 (1):9-23.
    The question whether cognition ever extends beyond the head is widely considered to be an empirical issue. And yet, all the evidence amassed in recent years has not sufficed to settle the debate. In this paper we suggest that this is because the debate is not really an empirical one, but rather a matter of definition. Traditional cognitive science can be identified as wedded to the ideals of “smallism” and “localism”. We criticize these ideals and articulate a case in favor (...)
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  31.  6
    Components of Mathematics Anxiety: Factor Modeling of the MARS30-Brief.Belinda Pletzer, Guilherme Wood, Thomas Scherndl, Hubert H. Kerschbaum & Hans-Christoph Nuerk - 2016 - Frontiers in Psychology 7.
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  32.  3
    Economia Política e Biopolítica.Guilherme Castelo Branco - 2018 - Kalagatos 15 (1):71-79.
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  33. O proêmio da Metafísica de Aristóteles: uma interpretação de Metaph. A1.Guilherme da Costa Assunção Cecílio - 2018 - Archai: Revista de Estudos Sobre as Origens Do Pensamento Ocidental 23:15-44.
    Based on the notion of proem as exposed in Aristotle’s Rhetoric, we examine in detail Metaph. A1. Our goal is to understand the argument contained in this chapter, as we also endeavour to show how the Stagirite introduces with uttermost caution the theme of wisdom [σοφία], that which is the incarnation of the preeminent science in the first book of the Metaphysics. The attention we devote to the proem of this work is explained by the importance we attribute, unlike much (...)
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  34.  14
    Gender, Science and Technology in Brazil.Guilherme Ary Plonski & Rochelle G. Saidel - 2001 - Minerva 39 (2):217-238.
    This essay considers gender in relation toBrazilian science and technology. It reviewsleading studies in the field, and offers briefbiographies of pioneering women in science.While there is still much room for improvement,the essay suggests that the situation of womenin science experienced significant progressduring the closing decades of the twentiethcentury.
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  35.  9
    Experimental Efforts to Access 4D Feasibility and Interpretation Issues of Brazilian Presalt Carbonate Reservoirs.Guilherme Fernandes Vasquez, Marcio Jose Morschbacher & Julio Cesar Ramos Justen - 2019 - Interpretation 7 (4):SH1-SH18.
    Brazilian presalt reservoirs comprise carbonate rocks saturated with light oil with different amounts of [Formula: see text] and excellent productivity. The occurrence of giant-size accumulations with such productivity generates the interest in production monitoring tools, such as time-lapse seismic. However, time-lapse seismic may present several challenges, such as imaging difficulties, repeatability, and detectability of small variations of reservoir properties. In addition, when assessing time-lapse seismic feasibility, the validity of Gassmann’s modeling for complex, heterogeneous carbonate rocks is arguable. Other questions include (...)
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  36.  6
    A lógica dos limites temporais da mudança em Alonso de veracruz.Guilherme Wyllie - 2017 - Synesis 9 (2):30-48.
    Alonso de Veracruz é o autor do mais antigo estudo realizado na América colonial sobre o comportamento lógico das proposições compostas pelos verbos 'começa' e 'cessa'. De modo geral, sua abordagem coincide com a análise híbrida dos lógicos terministas medievais, que conjugavam princípios semânticos e metafísicos para investigar os limites temporais da mudança. Apesar disso, o uso que ele faz de doutrinas pouco estudadas ou mesmo ignoradas pelos historiadores da lógica com o propósito de determinar a natureza dos instantes de (...)
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  37.  6
    A Natureza Dos Sincategoremas Segundo Pedro Hispano.Guilherme Wyllie - 2019 - Trans/Form/Ação 42 (SPE):333-352.
    Resumo: Pedro Hispano define os sincategoremas como expressões que revelam de que maneira os sujeitos e os predicados estão de fato relacionados nas proposições, contribuindo assim para o estabelecer o que elas significam e fixar as condições de verdade e as formas lógicas correspondentes. Entre as expressões que ele julga serem sincategoremáticas, ‘não’, ‘e’, ‘ou’, ‘se’, ‘todo’ e ‘necessário’ se destacam atualmente como constantes lógicas. Todavia, opondo-se a grande parte dos lógicos contemporâneos para quem tais expressões possuem um significado fixo (...)
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  38. A sem'ntica anselmiana dos termos denominativos.Guilherme Wyllie - 2019 - Sofia 7 (2):343-349.
    No De grammatico, Anselmo distingue e articula algumas noções linguísticas a fim de esclarecer uma suposta inconsistência na semântica dos termos denominativos. O presente estudo sustenta que a apelação é por ele concebida como uma noção básica a partir da qual a significação de um termo denominativo pode ser estabelecida. Essencialmente, Anselmo define a apelação em termos pragmático-referenciais e dela se vale para realizar três procedimentos consecutivos, cujo propósito é determinar a significação de um termo denominativo. De início, ele indica (...)
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  39.  37
    Os silogismos e as suposições contraditórias de Raimundo Lúlio como métodos resolutivos de inconsistência.Guilherme Wyllie - 2012 - Trans/Form/Ação 35 (s1):209-224.
    No início do século XIV, Raimundo Lúlio, contrapondo-se aos mestres em Artes por ele identificados como averroistae , desenvolveria não menos que dois métodos resolutivos de inconsistência, a fim de refutar aquelas teses filosóficas que divergem da fé cristã. Um deles serve-se de silogismos contraditórios capazes de expressar a estrutura de um argumento ad hominem , ao passo que o outro nada mais é do que uma reductio ad impossibile elaborada com base em suposições contraditórias.
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  40. Ramon Llull i el tractat" De fallaciis" del pseudo Tomàs d'Aquino.Guilherme Wyllie & Alexander Fidora - 2009 - Enrahonar: Quaderns de Filosofía 42:11-19.
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  41.  43
    Suppositions and Contradictory Syllogisms as Lullian Methods of Inconsistency Resolution.Guilherme Wyllie - 2012 - Trans/Form/Ação 35 (s1):209-224.
    No início do século XIV, Raimundo Lúlio, contrapondo-se aos mestres em Artes por ele identificados como averroistae, desenvolveria não menos que dois métodos resolutivos de inconsistência, a fim de refutar aquelas teses filosóficas que divergem da fé cristã. Um deles serve-se de silogismos contraditórios capazes de expressar a estrutura de um argumento ad hominem, ao passo que o outro nada mais é do que uma reductio ad impossibile elaborada com base em suposições contraditórias. In the early fourteenth century, Ramond Lully, (...)
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  42. Guilherme de Ockham E o Argumento Anselmiano Via Escoto.Maria Leonor Xavier - 2009 - Philosophica -- Revista Do Departamento de Filosofia da Faculdade de Letras de Lisboa 34.
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  43.  84
    O SUJEITO DISCURSIVIZADO COMO EMPRESA NO YOUTUBE: TRABALHO E CONDIÇÕES (DIGITAIS) DE PRODUÇÃO.Guilherme Adorno & Luciana Nogueira - 2020 - Anais Do SEAD 9:1-7.
    Autogestão, autoempreendedorismo, infotrabalho, trabalho intermitente, criptomoeda, uberização, proletariado de serviços e servidão digital delineiam uma série de designações indicativas das mudanças das condições de (re)produção do Capital nas suas formas contemporâneas. Grandes corporações como Google, Facebook e Amazon participam desse processo tanto no eixo da infraestrutura econômica, quanto na produção discursiva que sustenta ideologicamente as relações de trabalho determinadas pelo Aparelho Digital. Essa pesquisa elege como material específico de análise uma sequência de cursos oferecidos pelo “YouTube Academy” para a criação, (...)
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  44. El Rvmo. P. Cámara, obispo de Salamanca, y la Basílica de Santa Teresa de Jesús en Alba de Tormes.José Sánchez Vaquero - 2004 - Ciudad de Dios: Revista Agustiniana 217 (3):1225-1239.
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  45.  5
    Control Beliefs Can Predict the Ability to Up-Regulate Sensorimotor Rhythm During Neurofeedback Training.Matthias Witte, Silvia Erika Kober, Manuel Ninaus, Christa Neuper & Guilherme Wood - 2013 - Frontiers in Human Neuroscience 7.
  46.  7
    Imaging Brain Function with Functional Near-Infrared Spectroscopy in Unconstrained Environments.Joana B. Balardin, Guilherme A. Zimeo Morais, Rogério A. Furucho, Lucas Trambaiolli, Patricia Vanzella, Claudinei Biazoli & João R. Sato - 2017 - Frontiers in Human Neuroscience 11.
  47.  40
    Educação Infantil e ensino intuitivo:a contribuição de Marie Pape-Carpantier (1815-1878).Maria Helena Camara Bastos - 2010 - Conjectura: Filosofia E Educação 15 (3).
    No século XIX, Marie Pape-Carpantier teve uma significativa importância para a educação da criança de 2 a 6 anos. Sua influência situa-se na adoção do método intuitivo para a educação dos sentidos - lições de coisas -, na proposta pedagógica destinada à Educação Infantil - salas de asilo; na criação de materiais didáticos para auxiliar no desenvolvimento do método natural; na orientação de modelos de mobílias para as escolas. Produz uma imensa obra para professores e alunos, traduzida em vários países: (...)
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  48. Reason in History: Hegel and Social Changes in Africa.Babacar Camara (ed.) - 2011 - Lexington Books.
    Reason in History provides theoretical clarity and conceptual analysis that is well a propos, considering the potential and actual societal changes we are witnessing. Has there ever been or can there be a structural change that would thereby reveal an internal dynamic in African societies? For us, the elements determining the forms and law of social changes are less interesting than the possibility of change itself. Is change universal of just a property of a certain type of social totality? Hegel's (...)
     
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  49. The Critical Phenomenology of Intergroup Life: Race Relations in the Social World.Evandro Camara - 2020 - Lexington Books.
    This study addresses race and ethnic relations from the standpoint of Schutzian phenomenological social psychology. It shows how this approach, by focusing on intersubjectivity and the construction of self and identity, both yields an intimate look at race and reveals the critical thrust, hence, political relevance, of phenomenology.
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  50.  25
    Theories Of.Babacar Camara - 2006 - Clr James Journal 12 (1):41-60.
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