Results for 'Jorge Paulo Cancela'

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  1.  15
    Le Modele Matriciel Deterministe de Leslie Et Ses Applications En Dynamique Des Populations.Jorge Paulo Cancela & Kimon Hadjibiros - 1977 - Acta Biotheoretica 26 (4).
    The Leslie matrix model (Leslie, 1945) for discrete population growth has been modified and used several times in population dynamics. A review is given of the basic model (n t + 1 = An t) and of its principal modifications. The modifications relating to the influences of internal or external factors to the population are studied with greater detail. The same applies to models where the population is divided in stages rather than in age classes.In the same line, Hadjibiros (1975, (...)
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  2.  8
    Systematic Reviews Showed Insufficient Evidence for Clinical Practice in 2004: What About in 2011? The Next Appeal for the Evidence‐Based Medicine Age. [REVIEW]Villas Boas, Paulo José Fortes, Regina Stella Spagnuolo, Amélia Kamegasawa, Leandro Gobbo Braz, Adriana Polachini do Valle, Eliane Chaves Jorge, Hugo Hyung Bok Yoo, Antônio José Maria Cataneo & Ione Corrêa - forthcoming - Journal of Evaluation in Clinical Practice.
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  3.  6
    Systematic Reviews Showed Insufficient Evidence for Clinical Practice in 2004: What About in 2011? The Next Appeal for the Evidence‐Based Medicine Age. [REVIEW]Paulo José Fortes Villas Boas, Regina Stella Spagnuolo, Amélia Kamegasawa, Leandro Gobbo Braz, Adriana Polachini do Valle, Eliane Chaves Jorge, Hugo Hyung Bok Yoo, Antônio José Maria Cataneo, Ione Corrêa, Fernanda Bono Fukushima, Paulo do Nascimento, Norma Sueli Pinheiro Módolo, Marise Silva Teixeira, Edison Iglesias de Oliveira Vidal, Solange Ramires Daher & Regina El Dib - 2013 - Journal of Evaluation in Clinical Practice 19 (4):633-637.
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  4. Le modele matriciel deterministe de Leslie et ses applications en dynamique des populations.Jorge Paulo da Fonseca Cancela & Kimon Hadjibiros - 1977 - Acta Biotheoretica 26 (4):239-261.
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  5. Impact of Maternal Age on Birth Outcomes: A Population-Based Study of Primiparous Brazilian Women in the City of São Paulo.Jorge Machado Carla - 2006 - Journal of Biosocial Science 38 (4):523.
  6.  10
    Disability Life Expectancy for the Elderly, City of São Paulo, Brazil, 2000: Gender and Educational Differences.Mirela Castro Santos Camargos, Carla Jorge Machado & Roberto Do Nascimento Rodrigues - 2007 - Journal of Biosocial Science 39 (3):455-463.
  7.  14
    A estrutura formal da argumentação de São Paulo e as suas possíveis relações com a lógica estóica.Jorge Cesar Mota - 1974 - Trans/Form/Ação 1:173-214.
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  8.  17
    Congreso Internacional La Filosofía Analitica en el Cambio de Milenio, Santiago de Compostela, 1-4 de diciembre de 1999.Mª Celeste Cancela - 2000 - Theoria 15 (3):591-593.
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  9.  24
    Epistemology, Research Methodology and Rule 702 of the Federal Rules of Evidence Versus Eva®.Stanley Paulo - 2003 - Journal of Business Ethics 44 (4):327 - 341.
    This article questions the continued use and application of EVA® (economic value added) because it is epistemologically a non-sequitur, fails to satisfy the requirements of sound research methodology in terms of being a reliable and valid metric, and is unlikely to satisfy the requirements of Rule 702 of the Federal Rules of Evidence. In the light of these insufficiencies, the continued use of EVA® is ethically questionable, and moreover in time is likely to result in class actions.
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  10.  14
    O Cientista e o Filósofo: Aspectos da Relação nos Finais do Século XX.Maria Manuel Araújo Jorge - 2007 - Revista Portuguesa de Filosofia 63 (1/3):49 - 65.
    O presente artigo pretende dar conta de alguns dos aspectos mais salientes da questão relativa à pertinência da Filosofia (especialmente na qualidade de Filosofia da Ciência) para a prática científica dos cientistas. Nesse sentido, a autora recorre sobretudo a exemplos vigentes nos finais do século xx, dando especial relevância a manifestações de "impaciência" por parte de alguns investigadores em relação a algumas críticas epistemológicas e éticas dos filósofos, sobretudo no que se refere à famosa controvérsia da "guerra das ciências" e (...)
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  11.  1
    O Brotar da Criação: dificuldades epistemológicas dum "olhar dinâmico pela ciência, a filosofia e a teologia".Maria Manuel Araújo Jorge - 1998 - Revista Portuguesa de Filosofia 54 (1):35 - 50.
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  12.  3
    A Física e os novos desafios filosóficos e culturais do nosso tempo.Maria Manuel Araujo Jorge - 1998 - Revista Portuguesa de Filosofia 54 (3/4):535 - 553.
    Numa época em que as transformações económicas, políticas e sociais têm vindo a criar à física (e às ciências em geral) um novo contexto de investigação, procuro dar conta do modo como estes novos desafios, que se estendem ao domínio filosófico e cultural, estão a ser encarados pelos cientistas. Num momento em que a "ciência de investigação" ("académica", "normal") sofre uma retracção face à expansão duma ciência "pós-normal", "pós-académica", e em que, ao lado da clivagem entre as "duas" culturas (científica (...)
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  13. Poder.Steven C. Daiber & Yamilys Brito Jorge (eds.) - 2010 - Red Trillum Press.
     
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  14. Patria = Homeland.Yamilys Brito Jorge - 2010 - In Steven C. Daiber & Yamilys Brito Jorge (eds.), Poder. Red Trillum Press.
     
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  15. Filosófia y Educación: Perspectivas y Propuestas.Carmen Romano Rodríguez, Fernández Pérez & A. Jorge (eds.) - 2011 - Facultad de Filosofía y Letras.
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  16. ``Heart'' Attack: A Critique of Jorge Garcia's Volitional Conception of Racism. [REVIEW]Charles W. Mills - 2003 - Journal of Ethics 7 (1):29-62.
    Since its original 1996 publication,Jorge Garcia''s ``The Heart of Racism'''' has beenwidely reprinted, a testimony to its importanceas a distinctive and original analysis ofracism. Garcia shifts the standard framework ofdiscussion from the socio-political to theethical, and analyzes racism as essentially avice. He represents his account asnon-revisionist (capturing everyday usage),non-doxastic (not relying on belief),volitional (requiring ill-will), and moralized(racism is always wrong). In this paper, Icritique Garcia''s analysis, arguing that hedoes in fact revise everyday usage, that hisaccount does tacitly rely on (...)
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  17.  13
    Jorge Garcia and the Ordinary Use of 'Racist Belief'.Alberto G. Urquidez - 2017 - Social Theory and Practice 43 (2):223-248.
    Wittgenstein’s “grammatical method” analyzes multiple uses of language across contexts of use, with the aim of identifying differences and dissolving conceptual confusion. This paper uses Wittgenstein’s method to undermine Jorge L. A. Garcia’s volitional account of racism. Garcia claims that his theory accommodates the ordinary use of terms like “racist belief.” However, he did not consider whether such terms might have multiple uses/meanings. My paper identifies three uses of “racist belief” that escape Garcia’s analysis. Consequently, philosophers should take Wittgenstein’s (...)
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  18.  2
    La metáfora especular: ecos del existencialismo schopenhaueriano en “Los espejos” de Jorge Luis Borges. ¿Literatura y Filosofía hoy?Raquel López - 2017 - Logos: Revista de Lingüística, Filosofía y Literatura 27 (1):123-138.
    Hablar de Literatura, pero también de Filosofía, es hablar de la necesidad del hombre para aprehender un lenguaje que escapa a los métodos ordinarios de la comprensión; es su agónica urgencia por comprender el mundo que le rodea. La significación de Jorge Luis Borges desborda una retórica estrictamente concebida en el panorama literario para enquiciarse en las fascinaciones intelectuales de la mitología, la teología o la filosofía, entre otras. La polifacética labor del poeta le sitúa en un lugar privilegiado (...)
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  19.  6
    Seriousness, Irony, and Cultural Politics: A Defense of Jorge Portilla.Francisco Gallegos - 2013 - American Philosophical Association Newsletter on Hispanic/Latino Issues in Philosophy 13 (1):11-18.
    This essay discusses Jorge Portilla’s phenomenological analysis of values and freedom in his essay, “The Phenomenology of Relajo.” Portilla argues that genuine freedom requires seriousness and sincerity; it requires wholehearted participation in cultural practices that one finds truly valuable. To support his argument, Portilla examines the ways that values and freedom are undermined when cultural practices are disrupted and break down as a result of the antics of the so-called "relajiento," a kind of “class clown” figure in Mexican culture (...)
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  20.  37
    On Paulo Freire's Debt to Psychoanalysis: Authority on the Side of Freedom.Charles Bingham - 2002 - Studies in Philosophy and Education 21 (6):447-464.
    Paulo Freire's major work, Pedagogy of the Oppressed, owes adebt to psychoanalysis. In particular, as this paper argues,Freire's account of teacher authority needs to be understoodthrough psychoanalytic sensibilities. Paulo Freire maintains thatteacher authority can be ``on the side of freedom.'' This is ahighly charged claim given that liberalist traditions generallycast authority as the enemy of freedom. Breaking with liberalunderstandings of authority, Freire's ``authority on the sideof freedom'' is a matter of maintaining the delicate psychicbalance that leads neither to (...)
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  21.  14
    Squares in Fork Arrow Logic.Renata P. de Freitas, Jorge P. Viana, Mario R. F. Benevides, Sheila R. M. Veloso & Paulo A. S. Veloso - 2003 - Journal of Philosophical Logic 32 (4):343-355.
    In this paper we show that the class of fork squares has a complete orthodox axiomatization in fork arrow logic (FAL). This result may be seen as an orthodox counterpart of Venema's non-orthodox axiomatization for the class of squares in arrow logic. FAL is the modal logic of fork algebras (FAs) just as arrow logic is the modal logic of relation algebras (RAs). FAs extend RAs by a binary fork operator and are axiomatized by adding three equations to RAs equational (...)
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  22.  46
    Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière.Tyson Edward Lewis - 2010 - Educational Philosophy and Theory 42 (5):635-648.
    In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a 'pedagogy of laughter'. The inclusion of laughter alongside problem-posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all forms of laughter equally (...)
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  23.  13
    La axiología jurídica según Jorge Millas.Juan Cofré Lagos & Carlos Isler Soto - 2013 - Revista de filosofía (Chile) 69:51-65.
    In this paper, we try to expose the fundamental ideas at the basis of Jorge Millas’ axiology. First, we will expose synoptically the core of the legal philosophy that the Chilean thinker develops on his works on the subject, including his conception about philosophy in general , and about legal science in particular . Secondly, we will expose the epistemological suppositions of his legal philosophy , and his consequent conception of law’s essence , the legal rule and its foundation, (...)
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  24.  6
    A dialogicidade no pensamento de Paulo Freire E de Hans Georg Gadamer E implicações na cultura escolar brasileira.Maria Jesus Santos - 2015 - Cadernos Do Pet Filosofia 5 (10):1-11.
    RESUMO: Este ensaio investiga um conceito que tem origem entre os gregos - o diálogo – e se desloca para o campo educacional brasileiro. O trabalho pedagógico de Paulo Freire e o pensamento do hermeneuta Hans Georges Gadamer constituem nossa base teórica. Deseja-se demonstrar que a dialogicidade é um elemento relevante e emancipatório e interfere na formação dos sujeitos e na construção de saberes de forma significativa. Paulo Freire na obra Pedagogia do oprimido realiza uma análise fenomenológica do (...)
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  25.  7
    Crianças investigadoras? Cenários de participação ativa na educação básica // Children as researchers? Scenarios of children's participation in Middle School.Paulo Jorge Freitas da Silva E. Costa, Natália Fernandes & Maria Beatriz Oliveira Pereira - forthcoming - Conjectura: Filosofia E Educação.
    Considerando as crianças como atores sociais (com voz e ação) competentes para a interpretação do contexto em que se inserem, apresenta-se no presente artigo uma reflexão sobre a sua importância, enquanto sujeitos e participantes na investigação partilhada. Através da participação das crianças como investigadoras em dois estudos de opinião, pretende-se discutir as respetivas possibilidades e limites, enquanto metodologia participativa na Educação Básica. A informação proveniente das crianças forneceu pistas de intervenção aplicadas à escola.
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  26.  4
    REIMER, Ivoni Richter. Maria, Jesus e Paulo com as mulheres: textos, interpretações e história. [REVIEW]Carolina Bezerra de Souza - 2014 - Horizonte 12 (34):631-633.
    Resenha: REIMER, Ivoni. Maria, Jesus e Paulo com as mulheres : textos, interpretações e história. São Leopoldo: CEBI; São Paulo: Paulus, 2013. 101p.
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  27.  4
    Squares in Fork Arrow Logic.Renata P. De Freitas, Jorge P. Viana, Mario R. F. Benevides, Sheila R. M. Veloso & Paulo A. S. Veloso - 2003 - Journal of Philosophical Logic 32 (4):343 - 355.
    In this paper we show that the class of fork squares has a complete orthodox axiomatization in fork arrow logic (FAL). This result may be seen as an orthodox counterpart of Venema's non-orthodox axiomatization for the class of squares in arrow logic. FAL is the modal logic of fork algebras (FAs) just as arrow logic is the modal logic of relation algebras (RAs). FAs extend RAs by a binary fork operator and are axiomatized by adding three equations to RAs equational (...)
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  28.  3
    Qual era o judaísmo de Paulo?Edgard Leite - 2008 - Horizonte 7 (13):85-97.
    O objetivo desse texto é levantar algumas questões sobre as raízes do judaísmo de Paulo, ou dos referenciais judaicos que sustentam a sua visão de mundo - no decorrer de suas jornadas após a visão da estrada de Damasco. Há elementos para afirmar que além do seu farisaísmo assumido, Paulo recolheu concepções teóricas de outros movimentos judaicos do período. Tendo lido ou conhecido elementos das principais tendências do pensamento apocalíptico. Utilizou esses conceitos no sentido de atuar não só (...)
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  29.  3
    A Catedral Metropolitana de São Paulo por Maximilian Emil Hehl : História, arte e ecletismo na arquitetura sacra paulistana. [REVIEW]Marcos Eduardo Melo dos Santos - 2014 - Revista de Teologia . Issn 2177-952x 8 (13):4-15.
    This article presents the recent literature about Cathedral of See considered from the History of Arts perspective in São Paulo. After highlight some functional, stylistic and historical data about the building idealized by Brazilian Archbishop Dom Duarte Leopoldo e Silva and designed by German engineer Maximilian Emil Hehl , will be highlighted the most important artistic aspects of architecture and Works of Art gathered in the paulist sacred buildings. The article also highlights the Cathedral in its connection with the (...)
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  30.  2
    Pedagogía y ética en la construcción de ciudadanía: la formación en valores en la educación comunitaria.Jorge Osorio - 2004 - Polis 7.
    El artículo reconstruye el “ciclo moderno” de la educación comunitaria latinoamericana desde la producción intelectual de Paulo Freire, pasando `por la experiencia de la revolución sandinista, el desarrollo de los movimientos democráticos en América del Sur y la emergencia de nuevos movimientos sociales en los años ochenta para llegar finalmente a los años noventa que vuelve a retomar la primera utopía freiriana. El autor aborda complementariamente la ética de la educación comunitaria y el desafío de construir ciudadanías democráticas desde (...)
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  31.  1
    A filosofia faz-se pensando.Paulo Jorge D. Sousa - 2004 - Critica.
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  32. Squares in Fork Arrow Logic.de Freitas Renata, Viana Jorge, Benevides Mario, Veloso Sheila & Veloso Paulo - 2004 - Journal of Philosophical Logic 32 (4):343-355.
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  33. Curso De Teoria Do Estado.Paulo Jorge de[from old catalog] Lima - 1971 - São Paulo, J. Bushatsky.
  34. The Gift of Oneself From the Perspective of New Readings of “The Gift” by Marcel Mauss.Maria Do Socorro Malatesta Freitas - 2014 - Journal for Perspectives of Economic Political and Social Integration 19 (1-2):39-46.
    The Gift: Forms and Functions of Exchange in Archaic Societies, by Marcel Mauss, is an important reference in Social Sciences for thinking about the theme of the gift, proposed in this congress. This brief work has as goal to present a rereading of The Gift by contemporary authors that try to think today’s society under this perspective. It’s a literature review of books and articles by Allain Caillé, Jacques Godbout and some Brazilian authors: Eric Sabourin, Marcos Lanna, Paulo Henrique (...)
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  35.  32
    The Possibility of Justice: The Work of Paulo Freire and Difference.Claudia Rozas - 2007 - Studies in Philosophy and Education 26 (6):561-570.
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  36.  17
    «El inmortal» de Jorge Luis Borges: el yo, infinitos, absolutos y vocabularios finales.Jorge Sagastume - 2011 - Aisthesis 49:175-191.
    Una obra frecuentemente consultada por Jorge Luis Borges fue Matemáticas e imaginación, de E. Kasner y J. Newman, en la que se discute la teoría de los conjuntos , propuesta por el matemático Georg Cantor , y mediante la cual se crea la aritmética transifinita y se establece un sistema epistémico para representar los diversos niveles del infinito. Así, Cantor le asigna a estas infinitudes la primera letra del alfabeto hebreo, el Aleph, seguido de un determinado número, dependiendo del (...)
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  37.  4
    "El inmortal" de Jorge Luis Borges: El yo, aleph absolutos Y vocabularios finales.Jorge R. Sagastume - 2011 - Revista de filosofía (Chile) 67:269-289.
    Una obra frecuentemente consultada por Jorge Luis Borges fue Matemáticas e imaginación, de E. Kasner y J. Newman, en la que se discute la teoría de los conjuntos , propuesta por el matemático Georg Cantor , y mediante la cual se crea la aritmética transifinita y se establece un sistema epistémico para representar los diversos niveles del infinito. Así, Cantor le asigna a estas infinitudes la primera letra del alfabeto hebreo, el Aleph, seguido de un determinado número, dependiendo del (...)
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  38. A import'ncia do Jesus Histórico para Paulo, a partir de 2 Coríntios 4,10-12.Rafael Antonio Faraone Dutra - 2016 - Revista de Teologia . Issn 2177-952x 10 (18):145-155.
    The identity of the historical Jesus has been object of a constant study and investigation. Throughout history new discoveries and statements have been made, some to cooperate and assist with the Christian faith, which profess Jesus as Lord and Savior; others, however, in order to extricate the Christ of faith presented by the Gospels, from the historical Jesus. This issue is so old that takes theologians and scholars to deeply dig in search for information, having as one of the references, (...)
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  39. Paulo e a Lei: A Torah de Israel, de Jesus, de Paulo: mais do que Lei, Instrução, Caminho de Vida, e que conduz ao Messias.Fernando Gross - 2016 - Revista de Teologia . Issn 2177-952x 10 (17):17-27.
    By studying the new perspectives offered on Paul, this article proposes to revise some of them emphasizing Jewish information on the Torah, rescuing to the great Greek-Roman theologian native of Tarsus, how much there is of Judaism on Paul, overcoming a forensic unilateral view to understand his thoughts about the Torah. The Torah is good, holy and leads to the Christ!
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  40. Unthinking Thinking Jorge Luis Borges, Mathematics, and the New Physics.Floyd Merrell - 1991
     
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  41.  39
    Education, Literacy, and Humanization: Exploring the Work of Paulo Freire.Peter Roberts - 2000 - Bergin & Garvey.
    Provides a critical introduction to the work of Paulo Freire, paying particular attention to later texts.
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  42. Liberating Praxis: Paulo Freire's Legacy for Radical Education and Politics.Peter Mayo - 2004 - Praeger Publishers.
    Paulo Freire : the educator, his oeuvre, and changing contexts -- Holistic interpretations of Freire's work : a critical review -- Critical literacy, praxis, and emancipatory politics -- "Remaining on the same side of the river" : neo-liberalism, party movements, and the struggle for greater coherence -- Reinventing Freire in a Southern context : the Mediterranean -- Engaging with practice : a Freirean reflection on different pedagogical sites.
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  43.  3
    Sitting in the Waiting Room: Paulo Freire and the Critical Turn in the Field of Education.Isaac Gottesman - 2010 - Educational Studies 46 (4):376-399.
    Although it is commonly assumed that Paulo Freire was widely influential in the field of education in the United States immediately upon publication of his classic work, Pedagogy of the Oppressed, in 1970, the historical evidence indicates otherwise. In fact, Freire's work only began to gain wide reception in the field in the mid- and late 1980s. In the process of charting a new history of the reception of Freire's work in the field, this historical article illuminates contemporary issues (...)
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  44.  45
    Education in the Realm of the Senses: Understanding Paulo Freire's Aesthetic Unconscious Through Jacques Rancière.Tyson Edward Lewis - 2009 - Journal of Philosophy of Education 43 (2):285-299.
    In this article I re-examine the role that aesthetics play in Paulo Freire's pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts-based curricula. To help clarify Freire's position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem-posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the (...)
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  45. Paulo Freire's Radical Democratic Humanism.Stanley Aronowitz - 1993 - In Peter McLaren & Peter Leonard (eds.), Paulo Freire: A Critical Encounter. Routledge. pp. 8--24.
     
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  46.  9
    Process, Orientation, and System: The Pedagogical Operation of Utopia in the Work of Paulo Freire.Darren Webb - 2012 - Educational Theory 62 (5):593-608.
    Recent years have witnessed a renewed interest in utopianism within educational theory. In this essay, Darren Webb explores the utopian pedagogy of Paulo Freire in the context of what one commentator has dubbed “the educational comeback of utopia.” Webb argues that Freire's significance lies in the way he embraced both “utopia as process” and “utopia as system.” This is significant because the contemporary rejuvenation of utopianism has extended only so far, embracing utopia conceived as an open‐ended process of becoming (...)
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  47. Jorge Luis Borges and William James.Jaime Nubiola - 1999 - Streams of William James 1 (3):7.
    The year of the centennial of the Argentinean writer Jorge Luis Borges is probably the right time to exhume one of the links that this universal writer had with William James. In 1945, Emece, a publisher from Buenos Aires, printed a Spanish translation of William James’s book Pragmatism, with a foreword by Jorge Luis Borges.
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  48. Bell Hooks Speaking About Paulo Freire—the Man, His Work.Bell Hooks - 1993 - In Peter McLaren & Peter Leonard (eds.), Paulo Freire: A Critical Encounter. Routledge.
     
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  49.  11
    Medical Education for Social Justice: Paulo Freire Revisited. [REVIEW]Sayantani DasGupta, Alice Fornari, Kamini Geer, Louisa Hahn, Vanita Kumar, Hyun Joon Lee, Susan Rubin & Marji Gold - 2006 - Journal of Medical Humanities 27 (4):245-251.
    Although social justice is an integral component of medical professionalism, there is little discussion in medical education about how to teach it to future physicians. Using adult learning theory and the work of Brazilian educator Paulo Freire, medical educators can teach a socially-conscious professionalism through educational content and teaching strategies. Such teaching can model non-hierarchical relationships to learners, which can translate to their clinical interactions with patients. Freirian teaching can additionally foster professionalism in both teachers and learners by ensuring (...)
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  50.  1
    Sobre o conceito de amorosidade em Paulo Freire // DOI: 10.18226/21784612.v22.n2.09.Amorim Filipi Vieira & Calloni Humberto - 2017 - Conjectura: Filosofia E Educação 22 (2):380-392.
    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 (...)
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