Results for 'Paulo Quaresma'

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  1.  45
    A Methodology to Create Legal Ontologies in a Logic Programming Based Web Information Retrieval System.José Saias & Paulo Quaresma - 2004 - Artificial Intelligence and Law 12 (4):397-417.
    Web legal information retrieval systems need the capability to reason with the knowledge modeled by legal ontologies. Using this knowledge it is possible to represent and to make inferences about the semantic content of legal documents. In this paper a methodology for applying NLP techniques to automatically create a legal ontology is proposed. The ontology is defined in the OWL semantic web language and it is used in a logic programming framework, EVOLP+ISCO, to allow users to query the semantic content (...)
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  2.  33
    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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  3.  7
    Las notas de Heidegger sobre el'timor castus'y el'timor seruilis' agustinianos.Craig Jn De Paulo - 2006 - Augustinus: Revista Trimestral Publicada Por Los Padres Agustinos Recoletos 51 (202-203):323337-323337.
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  4.  5
    Free Software and Non-Exclusive Individual Rights.Sao Paulo - 2008 - Archiv Fuer Rechts- Und Sozialphilosphie 94 (2):237-252.
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  5.  5
    Reflexiones sobre la postura agustiniana respecto a la prostitución.Craig De Paulo & Catherine De Paulo - 2004 - Augustinus: Revista Trimestral Publicada Por Los Padres Agustinos Recoletos 49 (192-193):27-34.
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  6.  5
    Ser y conversión. Ensayo de fenomenología agustiana.Craig Jn De Paulo - 2002 - Augustinus: Revista Trimestral Publicada Por Los Padres Agustinos Recoletos 47 (184-185):111-154.
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  7.  3
    Créditos malparados?José Alberto Quaresma - 2001 - Critica.
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  8.  2
    A pensar morreu um burro.José Alberto Quaresma - 2004 - Critica.
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  9. Uma opção pela educação popular.S. Paulo - 2001 - Quaestio: Revista de Estudos de Educaç̧ão 3.
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  10. Arte Africano En El Mundo= African Art in the World.Julio Quaresma - 2006 - Contrastes: Revista Cultural 46:77-83.
     
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  11. De Las Vanguardias a Las Identidades Nacionales= From the Vanguards to National Identities.Julio Quaresma - 2006 - Contrastes: Revista Cultural 45:125-133.
     
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  12. Mentoring the Mentor a Critical Dialogue with Paulo Freire.James W. Fraser & Paulo Freire - 1997
     
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  13.  59
    Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière.Tyson Edward Lewis - 2010 - Educational Philosophy and Theory 42 (5-6):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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  14.  50
    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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  15.  17
    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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  16.  11
    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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  17.  10
    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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  18.  8
    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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  19.  13
    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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  20.  38
    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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  21.  8
    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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  22.  44
    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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  23.  11
    Paulo Freire and Philosophy for Children: A Critical Dialogue.Walter Omar Kohan - forthcoming - Studies in Philosophy and Education:1-15.
    This paper is an attempt to connect the Brazilian Paulo Freire’s well known educational thinking with the “philosophy for children” movement. It considers the relationship between the creator of philosophy for children, Matthew Lipman and Freire through different attempts to establish a relationship between these two educators. The paper shows that the relationship between them is not as close as many supporters of P4C have claimed, especially in Latin America. It also considers the context of Educational Policies in our (...)
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  24. 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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  25.  10
    Paulo Freire and Ernst Cassirer.Maureen Connolly - 2017 - American Journal of Semiotics 33 (3):357-372.
    The extent to which superstitious consciousness is prevalent in students, professors and administrators in university culture is no less alarming than the extent to which Cassirer proposed mythic consciousness is prevalent within a totalitarian state. These are the connections I wish to explore: superstitious and mythic consciousness, and, pedagogic and political overlaps in the context of higher education and, in particular, in the processes of teaching, learning, scholarship, and curriculum development. Through examples drawn from my earlier and more recent years (...)
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  26.  12
    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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  27. 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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  28.  52
    Paulo Freire and the Concept of Education.Kelvin Stewart Beckett - 2013 - Educational Philosophy and Theory 45 (1):49-62.
    In this article, I argue that Paulo Freire?s liberatory conception of education is interesting, challenging, even transforming because central to it are important aspects of education which other philosophers marginalise. I also argue that Freire?s critics are right when they claim that he paid insufficient attention to another important aspect of education. Finally, I argue for a conception of education which takes account of the strengths and at the same time overcomes the limitations of Freire?s liberatory conception.
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  29.  52
    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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  30. Paulo Freire's critical pedagogy.Ira Shor & Education Is Politics - 1993 - In Peter McLaren & Peter Leonard (eds.), Paulo Freire: A Critical Encounter. Routledge.
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  31. 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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  32.  12
    John Dewey’s Conception of Education: Finding Common Ground with R. S. Peters and Paulo Freire.Kelvin Beckett - 2018 - Educational Philosophy and Theory 50 (4):380-389.
    John Dewey adopted a child-centered point of view to illuminate aspects of education he believed teacher-centered educators were neglecting, but he did so self-consciously and self-critically, because he also believed that ‘a new order of conceptions leading to new modes of practice’ was needed. Dewey introduced his new conceptions in The Child and the Curriculum and later and more fully in Democracy and Education. Teachers at his Laboratory School in Chicago developed the new modes of practice. In this article, I (...)
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  33.  13
    Sobre o conceito de amorosidade em Paulo Freire.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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  34.  18
    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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  35.  22
    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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  36.  4
    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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  37.  1
    La educación como herramienta de combate. De Sócrates a Paulo Freire.Jorge Polo Blanco - 2018 - Areté. Revista de Filosofía 30 (1):163-188.
    “Education as a Tool for Combat. From Socrates to Paulo Freire”. In this paper, without seeking to be exhaustive, we intend to take a journey which will enable us to see what a concept of education closely linked to the independence of the “voice of reason” has meant in different historical contexts; we understand this independence, very broadly speaking, as a critical capacity which enables us as human beings to be sufficiently free and, if necessary, to be able to (...)
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  38.  2
    Onfray, Michel. Tratado de ateologia: Física da metafísica. Tradução de mônica stahel. São Paulo, Martins Fontes, 2007.Paulo Jonas de Lima Piva - 2009 - Revista de Filosofia Aurora 21 (28):249.
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  39.  47
    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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  40.  9
    Mrs. Klein and Paulo Freire: Coda for the Pain of Symbolization in the Lifeworld of the Mind.Deborah P. Britzman - 2017 - Educational Theory 67 (1):83-95.
    The preceding symposium articles speculate on the psychosocial dynamics of discrimination as reverberating with grief, mourning, melancholia, and denial. They invite a psychoanalytic paradox on the fate of inchoate loss and its complex relation to oppression and depression: constellations of attachment to loss met with its social and psychical disavowal render inexpressible to the other the work of mourning and drive its myriad expressions. A different way of putting the dilemma is that grief calls upon symbolic equation and the pain (...)
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  41.  1
    Samba e religião presença e resistência na cidade de São Paulo.Ênio José da Costa Brito - 2018 - Horizonte - Revista de Estudos de Teologia E Ciências da Religião 16 (49):379-398.
    This paper is a critic analysis of a doctorate thesis and a master dissertation, which subjects are the samba and the afro religions in the city of São Paulo. Both consider the samba and the religion as manifestations and cultural expressions through which the black population in afro-diaspora rebuilded and reupdated memories via religiosity, rythm, dance and performan.
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  42.  27
    Flora Marinha Do Litoral Norte Do Estado de São Paulo E Regiões Circunvizinhas.A. B. Joly - 1964 - Boletim da Faculdade de Filosofia, Ciências e Letras, Universidade de São Paulo. Botânica 21:5.
  43. The Paulo Freire Reader.Paulo Freire - 1998 - Continuum.
  44.  1
    Hegel: a ordem do tempo. São Paulo: Hucitec.Paulo Eduardo Arantes - forthcoming - Polis.
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  45. About Paulo Freire-the Man, His Work.Bell Hooks Speaking - 1993 - In Peter McLaren & Peter Leonard (eds.), Paulo Freire: A Critical Encounter. Routledge.
     
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  46.  17
    OSBORNE, Grant R. Apocalipse: comentário exegético. São Paulo: Vida Nova, 2014. 999p.Ângelo Vieira da Silva - 2015 - Horizonte 13 (39):1709-1712.
    Resenha crítica do livro: OSBORNE, Grant R. Apocalipse: Comentário Exegético. São Paulo: Vida Nova, 2014.999 pp. ISBN 978-85-275-0562-8. Título original: Revelation.
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  47. OLIVEIRA, R. R. (2013). Pólis e Nómos: o problema da lei no pensamento grego. São Paulo: Editora Loyola.Danilo Andrade Tabone - 2014 - Archai: Revista de Estudos Sobre as Origens Do Pensamento Ocidental 12:197-200.
    OLIVEIRA, R. R. (2013). Pólis e Nómos: o problema da lei no pensamento grego. São Paulo: Editora Loyola.
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  48.  16
    Lídia Maria POSSAS, Mulheres, trens e trilhos : modernidade no sertão paulista, Bauru, São Paulo, EDUSC, 2001, 462 p.Suely Gomes Costa - 2004 - Clio 19:25-25.
    Thèse d'histoire, ce livre traite des itinéraires humains dans le réseau ferré qui, au début du XXe siècle, se répand et s'avance de l'Ouest de l'Etat de São Paulo vers celui du Mato Grosso, la Bolivie et le Paraguay, dans un projet d'intégration économique régional et de modernisation de l'intérieur du Brésil. Il existe déjà beaucoup d'études sur le chemin de fer et le rail au Brésil, mais ce livre est le seul à évoquer des expériences féminines. Des documents (...)
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  49. Hume e a Epistemologia, de João Paulo Monteiro.Marília Côrtes de Ferraz - 2009 - Princípios 16 (25):283-294.
    Resenha do livro de MONTEIRO, Joáo Paulo. Hume e a Epistemologia ; revisáo de Frederico Diehl [1ª. ed. brasileira]. – Sáo Paulo: Editora UNESP; Discurso Editorial, 2009. (232 p).
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  50.  13
    A reading from gramsci of Paulo Freire's thought.Luis A. Vivero-Arriagada - 2014 - Cinta de Moebio 51:127-136.
    Historicist and political reflection of Freire, gives us a deep look promising in the world. His conviction that oppressor and oppressed can liberate each other and together build a more just and equal, is embodied in education as an emancipatory praxis, which must be built into a dialogic relationship between teacher and learner. Paulo Freire's postulates it has influence of diverse intellectual currents and in this tour, we find a permanent invocation to Antonio Gramsci's contributions. La reflexión historicista y (...)
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