Results for 'Paulo Ghiraldelli Jr'

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  1. Paulo Ghiraldelli Jr., org. O que é Filosofia da Educação?Antonio Basílio Novaes Thomas de Menezes - 2000 - Princípios 7 (8):127-129.
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  2. Michael A. Peters and Paulo Ghiraldelli Jr., Eds., Richard Rorty: Education, Philosophy, and Politics Reviewed By.Jerrold L. Kachur - 2003 - Philosophy in Review 23 (5):359-361.
     
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  3. Paulo Ghiraldelli Jr., org. O que é Filosofia da Educação?Antonio Basã­lio Novaes Thomas de Menezes - 2000 - Princípios 7 (8):127-129.
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  4.  9
    Preface to Richard Rorty and Philosophy of Cultural Politics.Susana de Castro & Paulo Ghiraldelli - 2011 - Contemporary Pragmatism 8 (1):1-2.
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  5.  24
    The Fundamentals of Gepeto's Philosophy of Education: Neopragmatism and Infancy in the Postmodern World.Paulo Ghiraldelli - 2000 - Educational Philosophy and Theory 32 (2):201-207.
  6.  24
    What is Pragmatism in Brazil Today?Paulo Ghiraldelli & Cody Carr - 2005 - Studies in Philosophy and Education 24 (6):499-514.
  7.  16
    Interview with James Marshall.Paulo Ghiraldelli - 2005 - Educational Philosophy and Theory 37 (3):285-290.
  8.  11
    Editorial Note.John R. Shook & Paulo Ghiraldelli - 2004 - Contemporary Pragmatism 1 (1):1-2.
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  9. Encyclopaedia of Educational Philosophy and Theory.Michael Peters, Paulo Ghiraldelli, Berislav Žarnić, Andrew Gibbons & Tina Besley (eds.) - 2016 - Singapore: Springer.
  10.  39
    Richard Rorty: Education, Philosophy, and Politics.Michael A. Peters, Paulo Ghiraldelli, Steven Best, Ramin Farahmandpur, Jim Garrison, Douglas Kellner, James D. Marshall, Peter McLaren, Michael Peters, Björn Ramberg, Alberto Tosi Rodrigues, Juha Suoranta & Kenneth Wain - 2001 - Rowman & Littlefield Publishers.
    This distinctive collection by scholars from around the world focuses upon the cultural, educational, and political significance of Richard Rorty's thought. The nine essays which comprise the collection examine a variety of related themes: Rorty's neopragmatism, his view of philosophy, his philosophy of education and culture, Rorty's comparison between Dewey and Foucault, his relation to postmodern theory, and, also his form of political liberalism.
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  11. Michael Taylor, Helmut Schreier and Paulo Ghiraldelli, Eds., Pragmatism, Education, and Children: International Philosophical Perspectives. [REVIEW]Mark Porrovecchio - 2009 - Philosophy in Review 29 (3):224-226.
     
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  12.  24
    Neopragmatismo E Verdade: Rorty Em Conversação Com Habermas.Paulo Ghiraldelli Jr - 2005 - Utopía y Praxis Latinoamericana 10 (29):67-78.
    There are two critical positions as to the rational certainty of knowledge. Habermas proposes a pragmatic position that contextualizes the sense of truth and its significant order, that is, truth is validated through a significant produced socially incommunicative interaction. Rorty considers an a..
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  13.  18
    Rorty, Nietzsche E a Democracia.Paulo Ghiraldelli Jr - 2001 - Utopía y Praxis Latinoamericana 6 (13):120-124.
    The author makes a brief analysis of Richard Rorty’s non-pragmatic theory of truth. Beyond the true-false dualism, Rorty considers truth and non-truth as a problem to be resolved in the linguistic context of social and political actions. Truth then is contingent and metamorphic; it must always..
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  14. Richard Rorty: da filosofia da linguagen á filosofia política democrática.Paulo Ghiraldelli Jr & Alberto Tosi Rodríguez - 2002 - Utopía y Praxis Latinoamericana: Revista Internacional de Filosofía Iberoamericana y Teoría Social 16:9-28.
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  15.  12
    Estudio.Paulo Ghiraldelli Jr & Alberto Tosi Rodríguez - 2002 - Utopía y Praxis Latinoamericana 7 (16):9-28.
    In this study the authors follow with extreme clarity what could be understood as the political ideology and the philosophy of language of Richard Rorty, from the perspective of the understanding assumed by this North American philosopher as to public democratic practices. His philosophy is es..
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  16. Marxism and Critical Theory.Paulo Ghiraldelli Jr - 2006 - In John R. Shook & Joseph Margolis (eds.), A Companion to Pragmatism. Blackwell.
  17. Richard Rorty: da filosofia da linguagen á filosofia política democrática.Paulo Ghiraldelli Jr & Alberto Rodriguez - 2002 - Utopía y Praxis Latinoamericana 16:9-28.
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  18.  10
    Pragmatism, Education, and Children: International Philosophical Perspectives.Michael Taylor, Helmut Schreier & Paulo Ghiraldelli Jr (eds.) - 2008 - Rodopi.
    This book presents fourteen new essays by international scholars about the intersections between pragmatism, education, and philosophy with children. Pragmatism from its beginnings has sought a revolution in learning, and is itself a special kind of philosophy of education. What can the applications of pragmatism to pedagogy around the world teach us today?
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  19.  6
    University of Sao Paulo (Sao Paulo), Brazil, July 28–31, 1998.Sergei Artemov, Sam Buss, Edmund Clarke Jr, Heinz Dieter Ebbinghaus, Hans Kamp, Phokion Kolaitis, Maarten de Rijke & Valeria de Paiva - 1999 - Bulletin of Symbolic Logic 5 (3).
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  20.  19
    Dissertações e Teses v.2 n.4.Alexandre da Costa, Amauri Carlos Ferreira, Davidson Sepini Gonçalves, Aurino José Góis & Paulo Antônio Couto Faria - 2004 - Horizonte 2 (4):159-164.
    COSTA, Alexandre da. Fundamentos da bioética: estudo sobre o pensamento de Hugo Tristram Engelhardt Jr. FERREIRA, Amauri Carlos. O imaginário religioso e modos de vida urbana: experiência e memória da Juventude Católica em Belo Horizonte – MG, anos 80. GONÇALVES, Davidson Sepini. O Panóptico de Jeremy Bentham: por uma leitura utilitarista. GÓIS, Aurino José. Parque Municipal de Belo Horizonte: público, apropriações e significados. FARIA, Paulo Antônio Couto. Teologia no limiar da filosofia: a modernidade e o encontro fé e razão (...)
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  21.  27
    Philosophers as Children: Playing with Style in the Philosophy of Education.Andrew Gibbons - 2007 - Educational Philosophy and Theory 39 (5):506–518.
    In this article the questions of what counts as play and philosophy are considered in relation to the question of early education for young children. The child subject characterised by the themes of playfulness, emotion, and irrationality is compared to the playful philosopher emanating from the work of Friedrich Nietzsche, Ludwig Wittgenstein and Michel Foucault. This analysis contributes to the exploration of themes of truth and difference, the search for challenges to styles of philosophy in education, and to the role (...)
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  22. Mentoring the Mentor a Critical Dialogue with Paulo Freire.James W. Fraser & Paulo Freire - 1997
  23.  87
    Living with Your Biographical Subject: Special Problems of Distance, Privacy and Trust in the Biography of G. Ledyard Stebbins Jr.Vassiliki Betty Smocovitis - 1999 - Journal of the History of Biology 32 (3):421 - 438.
    This paper explores the special problems encountered by the biographer of a living scientific subject. In particular, it explores the complex of problems that emerges from the intense interpersonal dynamic involving issues of distance, privacy and trust. It also explores methodological problems having to do with oral history interviews and other supporting documentation. It draws on the personal experience of the author and the biographical subject of G. Ledyard Stebbins Jr., the botanist, geneticist and evolutionist. It also offers prescriptives and (...)
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  24.  62
    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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  25.  26
    O que há de real e de irreal com o realismo: Searle versus Rorty.Paulo Ghiraldelli Júnior - 1999 - Trans/Form/Ação 21 (1):119-129.
    O texto fala a respeito do debate entre Searle e Rorty sobre “irracionalismo” de Rorty. Ele tenta mostrar que a posição de Rorty está fora do campo “realismo versus anti-realismo” e o “irracionalismo” não é um bom adjetivo. Searle estaria sobre uma linha incorreta em sua abordagem do tema da verdade em Rorty.
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  26.  7
    Sociedade de São Vicente de Paulo: História E Análise da Sua Crise de Renovação Institucional.Itamar Ary Sacramento Santos - 2018 - Horizonte - Revista de Estudos de Teologia E Ciências da Religião 16 (49):405-407.
    O presente estudo teve como objeto a Sociedade de São Vicente de Paulo - SSVP, e visou analisar a crise institucional da associação, relacionando-a com a crise religiosa contemporânea, tendo em vista a dificuldade na admissão de novos quadros para a entidade, como também a complexidade da manutenção de seus membros. A motivação do trabalho foi compreender como a crise socioreligiosa contemporânea contribui para esse processo, valendo-se também da observação empírica nas reuniões, festas e eventos realizados pela instituição. Buscou-se (...)
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  27.  22
    A dialogicidade no pensamento de Paulo Freire E de Hans Georg Gadamer E implicações na cultura escolar brasileira.Maria Jesus Santos - 2014 - 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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  28.  26
    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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  29.  17
    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 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.  15
    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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  31.  9
    What There is of Real and Unreal in Realism: Searle Versus Rorty.Paulo Ghiraldelli Júnior - 1999 - Trans/Form/Ação 21 (1):119-129.
    The article talks about debate between Searle and Rorty on a "irrationalism" of Rorty. The text tries to show that the Rorty's position is out of the field "Realism versus Anti Realism" and the "irracionalism" is not a good adjective. Searle would be on a incorrect line in his account of the Rorty's theme of truth.O texto fala a respeito do debate entre Searle e Rorty sobre "irracionalismo" de Rorty. Ele tenta mostrar que a posição de Rorty está fora do (...)
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  32. História das lesões meniscais na reconstrução do ligamento cruzado anterior.Wilson Mello A. Jr, Paulo Cesar Ferreira Penteado, Adriano Marchetto, Ismael Fernando, Carvalho Fatarelli, Rubens Lombardi Rodrigues & Paulo Henrique Cerqueira - forthcoming - História.
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  33. Handbook of Antitrust Economics.Paolo Buccirossi (ed.) - 2008 - MIT Press.
    Over the past twenty years, economic theory has begun to play a central role in antitrust matters. In earlier days, the application of antitrust rules was viewed almost entirely in formal terms; now it is widely accepted that the proper interpretation of these rules requires an understanding of how markets work and how firms can alter their efficient functioning. The Handbook of Antitrust Economics offers scholars, students, administrators, courts, companies, and lawyers the economist's view of the subject, describing the application (...)
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  34. Reason, Value, and Respect: Kantian Themes From the Philosophy of Thomas E. Hill, Jr.Mark Timmons (ed.) - 2015 - Oxford University Press.
    In thirteen specially written essays, leading philosophers explore Kantian themes in moral and political philosophy that are prominent in the work of Thomas E. Hill, Jr., such as respect and self-respect, practical reason, conscience, and duty. In conclusion Hill offers an overview of his work and responses to the preceding essays.
     
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  35.  77
    Henry Johnstone, Jr.'S Still-Unacknowledged Contributions to Contemporary Argumentation Theory.Jean Goodwin - 2001 - Informal Logic 21 (1).
    Given the pragmatic tum recently taken by argumentation studies, we owe renewed attention to Henry Johnstone's views on the primacy of process over product. In particular, Johnstone's decidedly non-cooperative model is a refreshing alternative to the current dialogic theories of arguing, one which opens the way for specifically rhetorical lines of inquiry.
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  36.  14
    Interview: Olival Freire Jr.Olival Freira Jr & Gustavo Rodrigues Rocha - 2018 - Transversal: International Journal for the Historiography of Science 4:174.
    Olival Freire Jr interviewed by Gustavo Rodrigues Rocha.
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  37.  51
    Con Amore: Henry Johnstone, Jr.'S Philosophy of Argumentation.James Crosswhite - 2001 - Informal Logic 21 (1).
    Henry Johnstone's philosophical development was guided by a persistent need to reform the concept of validity -either by reinterpreting it or by finding a substitute for it. This project lead Johnstone into interesting confrontations with the concept of rhetoric and especiaUy with the work of Chaim Perelman and Olbrechts-Tyteca. The project culminated in a failed attempt to develop a formal ethics of rhetoric and argumentation, but this attempt was itself not consistent with some of Johnstone's other characterizations ofan ethics of (...)
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  38.  20
    A import'ncia do Jesus Histórico para Paulo, a partir de 2 Coríntios 4,10-12.Rafael Antonio Faraone Dutra - 2016 - Revista de Teologia 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.  46
    The Possibility of Justice: The Work of Paulo Freire and Difference.Claudia Rozas - 2007 - Studies in Philosophy and Education 26 (6):561-570.
  40.  16
    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 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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  41.  50
    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.  11
    Paulo Freire’s Ideas as an Alternative to Higher Education Neo-Liberal Reforms in Latin America.Oscar Espinoza - 2017 - Journal of Moral Education 46 (4):435-448.
    This article examines the principal arguments found in the work of Paulo Freire concerning policy and ethics in the field of higher education in Latin America. It critically analyzes the university reform in Latin America dominated by the thought and practice promoted by various international financial institutions beginning in the 1980s and then looks at the feasibility of an alternative Freirian view. The work of Paulo Freire celebrated the liberating role that public university education should play in the (...)
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  44. Paulo Freire.Kim Díaz - 2018 - Internet Encyclopedia of Philosophy.
    Paulo Freire Paulo Freire was one of the most influential philosophers of education of the twentieth century. He worked wholeheartedly to help people both through his philosophy and his practice of critical pedagogy. A native of Brazil, Freire's goal was to eradicate illiteracy among people from previously colonized countries and continents. His insights were … Continue reading Paulo Freire →.
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  45. Hegel: a ordem do tempo. São Paulo: Hucitec.Paulo Eduardo Arantes - forthcoming - Polis.
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  46.  60
    The Unfolding of the Moral Order: Rufus Burrow, Jr., Personal Idealism, and the Life and Thought of Martin Luther King, Jr. Baldwin - 2011 - The Pluralist 6 (1):1.
    Much attention has been devoted in recent years to the personal idealism of Martin Luther King, Jr. Among the major contributors to the scholarship in this area is Rufus Burrow, Jr., who places King firmly in the tradition of personal idealism, or personalism, while also uncovering the intellectual unease that made King both a deep and creative thinker and a committed and effective social activist.1 Clearly, Burrow's own sense of his role as a personalist informs his approach to the life (...)
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  47.  8
    The Moral in Paulo Freire’s Educational Work: What Moral Education Can Learn From Paulo Freire.Wiel Veugelers - 2017 - Journal of Moral Education 46 (4):412-421.
    The Brazilian pedagogue Paulo Freire had a great influence on theory and practice of education across the world. Freire presented his theory and work as educational and political, not as moral. In this article, the legacy of Paulo Freire will be analysed from a moral education perspective. Nine pedagogical principles will be presented and the changes he contributed in different academic disciplines will be analysed. We conclude that in particular, his focus on social justice, empowerment and transformation can (...)
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  48.  54
    Reconsidering Emancipatory Education: Staging a Conversation Between Paulo Freire and Jacques Rancière.Sarah Galloway - 2012 - Educational Theory 62 (2):163-184.
    In this essay Sarah Galloway considers emancipation as a purpose for education through examining the theories of Paulo Freire and Jacques Rancière. Both theorists are concerned with the prospect of distinguishing between education that might socialize people into what is taken to be an inherently oppressive society and education with emancipation as its purpose. Galloway reconstructs the theories in parallel, examining the assumptions made, the processes of oppression described, and the movements to emancipation depicted. In so doing, she argues (...)
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  49.  21
    Sitting in the Waiting Room: Paulo Freire and the Critical Turn in the Field of Education.Isaac Gottesman - 2010 - Educational Studies: Journal of the American Educational Studies Association 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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  50.  12
    O Apocalipse siríaco de Daniel. São Paulo: Paulinas, 2017.Ângelo Vieira da Silva - 2019 - Horizonte - Revista de Estudos de Teologia E Ciências da Religião 17 (52):540-542.
    Resenha acadêmica de: RAMOS, Marcos Vinícius. O Apocalipse Siríaco de Daniel. São Paulo: Paulus, 2017. 120 pp. ISBN 978-85-349-4496-0.
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