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  1.  25
    Rumo a uma Filosofia da Religião em tom Pós-metafísico. Diálogos com Habermas e Rorty (Towards a philosophy of religion in a post-metaphysical tone. Dialogue with Habermas and Rorty) - DOI: DOI – 10.5752/P.2175-5841.2010v8n16p12. [REVIEW]Julio Paulo Tavares Zabatiero - 2010 - Horizonte 8 (16):12-32.
    Este artigo consiste em um diálogo com textos de Jürgen Habermas e Richard Rorty referentes ao tema da religião e seu lugar na sociedade contemporânea. Em vista do tom dialogal, as citações desses autores são relativamente numerosas, a fim de que as suas vozes sobressaiam no texto. O objetivo do diálogo é extrair pistas para a construção de uma filosofia da religião em tom pós-metafísico, ou não fundacional. Não é um texto exaustivo, mas sugestivo. Não se propõe a tecer críticas (...)
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  2.  3
    Gianni Vattimo e Jean-Luc Nancy: o fundamentalismo democrático.Julio Paulo Tavares Zabatiero & Jonathan Michelson de Menezes - forthcoming - Horizonte:1031-1031.
    This article has as its theme the democracy as fundamentalism, or the democratic fundamentalism. Its main objective is the recognition that the thinking about democracy can itself be fundamentalist, implying that not only religious fundamentalisms are a threat to contemporary democracy. Its method and object are the interpretation of texts by two contemporary philosophers who do not usually talk to each other, the Italian Gianni Vattimo and the French Jean-Luc Nancy. The essay's thesis is the affirmation of democratic thinking as (...)
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  3.  8
    Repensando o Bacharelado Cristão em Teologia.Julio Paulo Tavares Zabatiero - 2015 - Horizonte 13 (40):2221-2247.
    This article provides a critical reading of the ‘Parecer CNE-CES 60, de 2014’, from the Ministry of education, Brazil, which defines the curriculum guidelines for courses of Baccalaureate in Theology. In its first section it discusses the theoretical background of the ‘Parecer’, questioning its illuminist orientation, as well as its pedagogical theory focused on contents and not on the students activities. It aims to show that are two opposed educational paradigms in the ‘Parecer’, the illuminist and the constructivist, although the (...)
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