Results for 'Manuela Guilherme'

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  1.  9
    Freire’s Philosophical Contribution for a Theory of Intercultural Ethics: A Deductive Analysis of His Work.Manuela Guilherme - 2017 - Journal of Moral Education 46 (4):422-434.
    This article claims that Freire’s work offers an important ground for a potential theory of intercultural ethics and, for that purpose, examines his ideas at different levels: the ontological; the ideological; the political; languages and languaging; and cultural identity and diversity. Freire never used the word ‘intercultural’, although it is suggested here that this is due to the fact that terminology related to cultural diversity has changed over time and in his day this term was not yet common currency. Moreover, (...)
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  2.  4
    Interview to Boaventura de Sousa Santos.Manuela Guilherme & Gunther Dietz - 2017 - Arts and Humanities in Higher Education 16 (1):17-27.
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  3.  33
    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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  4. On Bayle’s Interpretation of Spinoza’s Substance and Modes.A. Guilherme - 2009 - Conatus 3 (6):11-16.
  5. Spinoza’s Substance: A Reply to Curley.A. Guilherme - 2008 - Conatus 3 (2).
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  6. 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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  7. Fichte: Kantian or Spinozian? Three Interpretations of the Absolute I.Alexandre Guilherme - 2010 - South African Journal of Philosophy 29 (1):1-16.
    Fichte is the first great Post-Kantian Idealist and his debt to Spinozism has been acknowledged by virtually all of his commentators. However, the extent of Spinoza’s influence on Fichte has not been spelled out in much detail. In response to this I propose to do two things. Firstly, I propose to provide a typology of interpretations of Fichte’s Absolute I, as some commentators seem to get entangled in these different interpretations, which can be very confusing to their readership. Secondly, I (...)
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  8.  16
    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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  9.  38
    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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  10.  19
    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.  22
    Violence in Schools: Perspectives 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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  12.  15
    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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  13.  5
    Os componentes políticos da crise do lulismo.Cássio Augusto Guilherme - 2018 - Dialogos 22 (2):230.
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  14. Martin Buber: Dialogue and the Concept of the Other.A. Guilherme & W. John Morgan - 2010 - Pastoral Review.
    Martin Buber (1878-1965) is one of the most significant existentialist philosophers of the twentieth century and a leading scholar of the Hasidic tradition in Judaism; even more important for this article is that Buber is considered by many to be the philosopher of dialogue par excellence. This article expounds Buber’s conception of dialogue and its implications for our conception of the Other.
     
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  15.  3
    Changing Rules and Configurations During Soccer Small-Sided and Conditioned Games. How Does It Impact Teams’ Tactical Behavior?João Cláudio Machado, João Ribeiro, Carlos Ewerton Palheta, Chellsea Alcântara, Daniel Barreira, José Guilherme, Júlio Garganta & Alcides José Scaglia - 2019 - Frontiers in Psychology 10.
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  16.  25
    Ilan Gur-Ze’ev e o professor improvisador: a import'ncia da educação continuada de educadores na escola pública // DOI: 10.18226/21784612.v22.n3.3. [REVIEW]Alexandre Guilherme, Denise Dalpiaz Antunes & Lucas Rech dos Santos - 2017 - Conjectura: Filosofia E Educação 22 (3):436-457.
    Neste artigo aponta-se para uma importante contribuição que o Pacto Nacional pelo Fortalecimento do Ensino Médio introduz no campo da educação, quer dizer, a possibilidade de constituição do professor-improvisador, tão defendido por Ilan Gur-Ze’ev. Como resultado desta pesquisa empírica com análise qualitativa de dados mostra-se que, sem o apoio de tais ações, a oportunidade de os indivíduos expandirem suas capacidades críticas é reduzida, comprometendo o potencial para o surgimento e/ou revelação desse professor improvisador, crítico e encorajador da crítica. Ainda: busca-se (...)
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  17.  41
    Framing Effects in Reading: An fMRI Study.Danelli Laura, Marelli Marco, Berlingeri Manuela, Sberna Maurizio, Paulesu Eraldo & Luzzatti Claudio - 2014 - Frontiers in Psychology 5.
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  18.  1
    Exploiting Bi-Directional Self-Organizing Tendencies in Team Sports: The Role of the Game Model and Tactical Principles of Play.João Ribeiro, Keith Davids, Duarte Araújo, José Guilherme, Pedro Silva & Júlio Garganta - 2019 - Frontiers in Psychology 10.
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  19.  31
    Tensions in Agnotology: Normativity in the Studies of Commercially Driven Ignorance.Fernandez Pinto Manuela - 2015 - Social Studies of Science 45 (2):294-315.
    As scientific research moves increasingly to the private sector, the social organization of science undergoes important transformations. Focusing on the production of ignorance, agnotology has been a fruitful approach to understanding the social and epistemic consequences of the recent commercialization of scientific research. Despite their important contributions, scholars working on agnotology seem to hold implicit normative commitments that are in tension with their descriptive accounts of ignorance-constructive practices. The main aim of this article is to uncover these commitments and to (...)
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  20.  96
    Schelling’s Naturphilosophie Project: Towards a Spinozian Conception of Nature.Alex Guilherme - 2010 - South African Journal of Philosophy 29 (3):373-390.
    Various commentators have acknowledged the fact that Schelling was influenced by Spinoza’s philosophical views (cf. Bowie 1993, 2003; Copleston 1963; Esposito 1977; White 1983; Lawrence 2003; Hegel 1995; Beiser 2002; Richards 2002). However, these commentators have not spelled out in detail this influence, and this situation is particularly true of the Anglo-American tradition. In this article, I investigate Schelling’s Naturphilosophie project in search of its Spinozistic roots and I argue that this provides us with a better understanding of the Schelligian (...)
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  21.  13
    O Impeachment de 2016 Foi Golpe.Cássio Augusto Guilherme - 2017 - Dialogos 21 (3):247-250.
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  22.  23
    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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  23.  50
    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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  24.  11
    Introduction to the Special Issue.Alex Guilherme - 2018 - Educational Philosophy and Theory 50 (10):900-902.
  25.  25
    Schelling's Naturphilosophie Project: Towards a Spinozian Conception of Nature.Alexandre Guilherme - 2010 - South African Journal of Philosophy 29 (4):373-390.
    Various commentators have acknowledged the fact that Schelling was influenced by Spinoza’s philosophical views (cf. Bowie 1993, 2003; Copleston 1963; Esposito 1977; White 1983; Lawrence 2003; Hegel 1995; Beiser 2002; Richards 2002). However, these commentators have not spelled out in detail this influence, and this situation is particularly true of the Anglo-American tradition. In this article, I investigate Schelling’s Naturphilosophie project in search of its Spinozistic roots and I argue that this provides us with a better understanding of the Schelligian (...)
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  26.  16
    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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  27.  12
    Reflexions on Mendes-Flohr’s and Avnon’s Interpretations of Buber’s ‘Living-Centre’: Implications for the Gemeinde.Alex Guilherme - 2015 - Philosophia 43 (3):821-841.
    Martin Buber is considered one of the twentieth century’s greatest thinkers, contributing to the fields of philosophy, theology and education. After Buber’s death the appreciation of his considerable legacy became rather muted, but was never completely forgotten. Recently, interest in Buber’s thought has increased and a number of journal articles and books dealing with both general and specific aspects of his philosophy have appeared. However, the number of commentaries on the importance of his socio-political thought are still small in number, (...)
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  28. Peace Profile: Martin Buber.Alex Guilherme & W. John Morgan - 2011 - Peace Review 23 (1):110-117.
    Martin Buber (1878–1965) is one of the most significant existentialist philosophers and educationalists of the twentieth century, and a leading scholar of the Hasidic tradition. His philosophical and educational views are dominated by the concept of dialogue and, in virtue of this, he is often called the philosopher of dialogue. Throughout his life, Buber advocated dialogue as a way of establishing peace and resolving conflicts, and therefore he is often referred to in both the academic and general literature as an (...)
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  29.  15
    Interculturalism and Non‐Formal Education in Brazil: A Buberian Perspective.Alexandre Guilherme, W. J. Morgan & Ida Freire - 2012 - Educational Philosophy and Theory 44 (9):1024-1039.
    Gilberto Freyre, the great Brazilian historian and sociologist, described Brazil as a ‘racial paradise’, a place where different races and nationalities have come to live together in a sort of ‘racial democracy’. The literature on this topic has become extensive as anthropologists, social scientists and historians felt the need to either prove or disprove such a claim. The argument that Brazil is a racial paradise or democracy is certainly romantic, even utopian; but it is true that Brazil has not experienced (...)
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  30.  6
    Letramento Em Língua Inglesa: Uma Reflexão Bakhtiniana a Partir de Um Estudo de Caso.Maria de Fátima Fonseca Guilherme & João Bôsco Cabral dos Santos - 2014 - Bakhtiniana 9 (2):52-71.
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  31.  5
    Language Death: A Freirean Solution in the Heart of the Amazon.Alex Guilherme - 2013 - Educational Philosophy and Theory 45 (1):63-76.
    ?Language death? is an undeniable phenomenon of our modern times as languages have started to disappear at an alarming rate. This has led linguists, anthropologists, philosophers and educationists to engage with this issue at various levels in an attempt to try to understand the decline in this rich area of human communication and culture. In this article I refer to some interesting and innovative educational projects in the Amazon region of Brazil, which are revitalizing local languages, cultures and communities. I (...)
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  32. Intention, Motivation and Learning Process: Some Factors Influencing Student Learning.Alexandre Guilherme - 2004 - Philosophy Pathways 86.
     
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  33. Teaching Formats for Small Group Philosophy Tutorials.Alexandre Guilherme - 2004 - Philosophy Pathways 77.
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  34. The Syncategoremata of William of Sheryswood. Ed. J. R. O'Donnell.de Sherwood Guilherme - 1941 - Mediaeval Studies 3:46-93.
     
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  35.  2
    Winds of the South: Intercultural University Models for the 21st Century.Guilherme Manuela & Dietz Gunther - 2017 - Arts and Humanities in Higher Education 16 (1):7-16.
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  36.  53
    The Many Faces of Mimesis: Selected Essays From the 2017 Symposium on the Hellenic Heritage of Western Greece (Heritage of Western Greece Series, Book 3).Heather Reid & Jeremy DeLong (eds.) - 2018 - Sioux city, Iowa: Parnassos Press.
    Mimesis can refer to imitation, emulation, representation, or reenactment - and it is a concept that links together many aspects of ancient Greek Culture. The Western Greek bell-krater on the cover, for example, is painted with a scene from a phlyax play with performers imitating mythical characters drawn from poetry, which also represent collective cultural beliefs and practices. One figure is shown playing a flute, the music from which might imitate nature, or represent deeper truths of the cosmos based upon (...)
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  37.  58
    Entre Aristóteles e a fé: Guilherme de Ockham e a determinação da verdade nas proposições sobre o futuro contingente.Carlos Eduardo de Oliveira - 2010 - Doispontos 7 (1).
    O artigo trata da análise ockhamiana do tema da determinação da verdade nas proposições sobre o futuro contingente, segundo a formulação proposta por Aristóteles em De interpretatione, cap. 9, e de sua relação com o que é proposto sobre este assunto, segundo o próprio Ockham, “de acordo com a verdade e a fé”. A esse respeito, três pontos geralmente são levantados como possíveis decorrências desta leitura de Aristóteles: a assunção de que Ockham discordaria efetivamente da solução aristotélica, porque errônea; a (...)
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  38.  18
    Manuela MARTINI, Fedeli alla terra. Scelte economiche e attività pubbliche di una famiglia nobile bolognese nell'Ottocento, Bologna, il Mulino, 1999, 434 p. [REVIEW]Monica Miretti - 2002 - Clio 16:320-322.
    Cet ouvrage riche et complexe de Manuela Martini, nourri d'une vaste exploitation archivistique et d'une bibliographie solide, vient combler une lacune historiographique. Malgré la multiplication durant ces deux dernières décennies des études d'histoire de la famille, les recherches centrées sur les familles de l'élite bolognaise de l'ancien régime et de l'époque contemporaine restent peu nombreuses et centrées sur leurs dynamiques de classes les plus globales. L'ouvrage, qui fait part..
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  39.  29
    O não-poder do papa em Guilherme de Ockham.Luis Alberto de Boni - 2006 - Veritas – Revista de Filosofia da Pucrs 51 (3).
    Os escritos políticos de Ockham giram ao redor da pergunta a respeito do poder do papa. Como esse poder foi concedido por Cristo, deve-se consultar a Sagrada Escritura para saber o que ela diz a respeito. Mas a exegese bíblica cabe aos teólogos e não aos juristas. Na qualidade de teólogo Ockham afirma que os poderes do papa situam-se na ordem espiritual e mesmo nessa ordem ele não é ilimitado, pois se atém ao que foi concedido expressamente por Cristo e (...)
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  40.  16
    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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  41. As Origens Do Poder Imperial E Secular Nos Escritos de Guilherme de Ockham.José Antônio de C. R. De Souza - 2010 - Anales Del Seminario de Historia de la Filosofía 27:115-152.
    Neste artigo, fundamentado nos principais escritos de Guilherme de Ockham, O. Min. (c. 1285�1347), analisamos sua concepção a respeito das origens dos poderes imperial e secular. Ancorado no versículo paulino omnis potestas a Deo, mas ampliado, sed per homines e, igualmente, nas ideias dos confrades que o antecederam, os quais relacionaram entre si os conceitos proprietas e dominium, com vista a explicar as origens humanas dos mesmos, de um lado, ele rebate tanto a teoria hierocrata quanto a de Marsílio (...)
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  42.  7
    Resolução de Conflitos Normativos E Paraconsistência Na Summa Aurea de Guilherme de Auxerre.Guilherme Wyllie - 2013 - Filosofia Unisinos 14 (2).
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  43.  8
    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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  44.  6
    Guilherme de Ockham Versus João Duns Scotus – Indiferença E Diferença Entre Intelecto Agente E Intelecto Possível.Bento Silva Santos - 2004 - Veritas – Revista de Filosofia da Pucrs 49 (3):545.
    O presente texto aborda a recepçãocrítica do pensamento aristotélico no Ocidentelatino medieval através da polêmica acerca dasuposta diferença entre intelecto ativo e intelectopassivo defendida por J. Duns Scotus e negadapor G. de Ockham. Inicialmente, evocamos aproblemática do intelecto no tivro HI do DeAnima de Aristóteles e sua recepção na IdadeMédia para, em seguida, explicitar os efeitos detal problemática na discussão entre dois grandespensadores.
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  45.  6
    Das Relações Entre Portugal E a Pérsia. 1500-1758. Catálogo Bibliográfico da Exposição Comemorativa Do XXV Centenário da Monarquia No Irão Organizada Pela Fundação Calouste GulbenkianL'Ambassade En Perse de Luis Pereira de Lacerda Et des Pères Portugais de l'Ordre de Saint-Augustin, Belchior Dos Anjos Et Guilherme de Santo Agostinho, 1604-1605Un Voyageur Portugais En Perse au Début du XVIIe Siècle, Nicolau de Orta RebeloL'Ambassade de Gregório Pereira Fidalgo À la Cour de Ch'h Solt'n-Hosseyn. 1696-1697Das Relacoes Entre Portugal E a Persia. 1500-1758. Catalogo Bibliografico da Exposicao Comemorativa Do XXV Centenario da Monarquia No Irao Organizada Pela Fundacao Calouste GulbenkianL'Ambassade En Perse de Luis Pereira de Lacerda Et des Peres Portugais de l'Ordre de Saint-Augustin, Belchior Dos Anjos Et Guilherme de Santo Agostinho, 1604-1605Un Voyageur Portugais En Perse au Debut du XVIIe Siecle, Nicolau de Orta RebeloL'Ambassade de Gregorio Pereira Fidalgo a la Cour de Chah Soltan-Hoss. [REVIEW]M. N. Pearson, Roberto Gulbenkian, Joaquim Veríssimo Serrão, Jean Aubin & Joaquim Verissimo Serrao - 1975 - Journal of the American Oriental Society 95 (1):161.
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  46.  5
    Das Relações Entre Portugal E a Pérsia. 1500-1758. Catálogo Bibliográfico da Exposição Comemorativa Do XXV Centenário da Monarquia No Irão Organizada Pela Fundação Calouste GulbenkianL'Ambassade En Perse de Luis Pereira de Lacerda Et des Pères Portugais de l'Ordre de Saint-Augustin, Belchior Dos Anjos Et Guilherme de Santo Agostinho, 1604-1605Un Voyageur Portugais En Perse au Début du XVIIe Siècle, Nicolau de Orta RebeloL'Ambassade de Gregório Pereira Fidalgo À la Cour de Ch'h Solt'n-Hosseyn. 1696-1697Das Relacoes Entre Portugal E a Persia. 1500-1758. Catalogo Bibliografico da Exposicao Comemorativa Do XXV Centenario da Monarquia No Irao Organizada Pela Fundacao Calouste GulbenkianL'Ambassade En Perse de Luis Pereira de Lacerda Et des Peres Portugais de l'Ordre de Saint-Augustin, Belchior Dos Anjos Et Guilherme de Santo Agostinho, 1604-1605Un Voyageur Portugais En Perse au Debut du XVIIe Siecle, Nicolau de Orta RebeloL'Ambassade de Gregorio Pereira Fidalgo a la Cour de Chah Soltan-Hoss. [REVIEW]M. N. Pearson, Roberto Gulbenkian, Joaquim Veríssimo Serrão, Jean Aubin & Joaquim Verissimo Serrao - 1975 - Journal of the American Oriental Society 95 (1):161.
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  47.  15
    SIMILI, Ivana Guilherme. Mulher e Política: A Trajetória da Primeira- Dama Darcy Vargas . São Paulo: Editora UNESP. 2008, 197p. [REVIEW]Edilaine Custódio Ferreira - 2009 - Diálogos (Maringa) 13 (1).
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  48.  4
    O não-poder do papa em Guilherme de Ockham.Luis Alberto De Boni - 2006 - Veritas – Revista de Filosofia da Pucrs 51 (3).
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  49.  34
    MOORE, George Edward. Principia Ethica Trad. De Maria Manuela Rocheta Santos E Isabel Pedro Dos Santos 2. Ed. Lisboa: Fundação Calouste Gulbenkian, 1999. [REVIEW]Juliane Scariot - 2012 - Conjectura: Filosofia E Educação 17 (1).
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  50.  17
    Recensão a: Dias, Maria Manuela Alves e Gaspar, Catarina Isabel Sousa - Catálogo das Inscrições Paleocristãs do Território Português.Paula Barata Dias - 2009 - Humanitas 61:288-291.
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