01 |
School, philosophy and citizenship in Gramsci’s thought: reading exercises |
Giorgio Baratta |
President of the International Gramsci Society – Italy |
– Philosophy teaching; – Citizenship; – A. Gramsci. |
61 – Jan./Apr. 10. v.21, i.1 |
02 |
Philosophy and Education: mediations of cultural politics |
Leandro Konder |
Department of Education/PUC-Rio |
– Time; – Reality; – Subjectivity. |
61 – Jan./Apr. 10. v.21, i.1 |
03 |
Adolescent political education in high school: contributions from philosophy |
Antonio Joaquim Severino |
School of Education/Unicamp |
– Philosophy teaching; – Philosophical education; – Citizenship. |
61 – Jan./Apr. 10. v.21, i.1 |
04 |
Limits and contradictions of citizenship in a capitalist society |
Newton Duarte |
Department of Psychology of Education/Unesp – Araraquara |
– Citizenship; – Philosophy teaching; – Pedagogy of competences. |
61 – Jan./Apr. 10. v.21, i.1 |
05 |
Philosophy teaching and citizenship in “societies of control”: resistance and lines of flight |
Sílvio Gallo and Renata Lima Aspis |
School of Education/Unicamp |
– Philosophy teaching; – Societies of control; – Hypermodernity, citizenship, and lines of flight |
61 – Jan./Apr. 10. v.21, i.1 |
06 |
Socrates as a citizen and the act of philosophizing in a democracy |
Roberto Goto |
School of Education/Unicamp |
– Philosophizing; – Citizenship and democracy; – Socrates. |
61 – Jan./Apr. 10. v.21, i.1 |
07 |
The freedom of teaching in Spinoza’s work |
Fernando Bonadia de Oliveira |
|
– Freedom of teaching; – Political treatise and Philosophy of Education; – B. Spinoza. |
61 – Jan./Apr. 10. v.21, i.1 |
08 |
(In)communicability and tolerance in education: notes based on Nietzsche and Merleau-Ponty |
Cleber Gibbon Ratto and Paula Corrêa Henning |
Federal University of Rio Grande, RS |
– Language; – Silence and tolerance; – Merleau-Ponty and Nietzsche. |
64 – Jan./Apr. 11. v.22, i.1 |
09 |
Mimesis and remembrance of nature in the subject by Theodor W. Adorno: thinking body education at school |
Jaison José Bassani and Alexandre Fernandez Vaz |
Universidade Federal de Santa Catarina |
– Body education; – Nature remembrance: mimesis; – T.W. Adorno. |
64 – Jan./Apr. 11. v.22, i.1 |
10 |
Gramsci, the intellectuals and their scientific-philosophical, educational-cultural and political roles |
Marcos Francisco Martins |
Federal University of São Carlos |
– Education; – Engagement/intellectuals; – A. Gramsci. |
66 – Sept./Dec. 11. v.22, i.3 |
11 |
School education and the intercultural multiculturalism: critique from Simone de Beauvoir |
Sandra Soares Della Fonte and Robson Loureiro |
Federal University of Espírito Santo. |
– School education; – Multiculturalism; – Simone de Beauvoir. |
66 – Sept./Dec. 11. v.22, i.3 |
12 |
The threshold of aesthetic experience: contributions to think about a subjectivation journey |
Marcos Villela Pereira |
PUC-RS |
– Art; – Aesthetic experience; – Subjectivation. |
67 – Jan./Apr. 12. v.23, i.1 |
13 |
The links between philosophy and education in Theodor W. Adorno’s thoughts |
Pedro Angelo Pagni |
School of Philosophy and Sciences/Unesp – Marília |
– Crisis of human formation; – Political education; – T. W. Adorno. |
69 – Sept./Dec. 12. v.23, i.3 |
14 |
Maps, dance, drawings: cartography as a research method in education |
Thiago Ranniery Moreira de Oliveira and Marlucy Alves Paraíso |
School of Education/Universidade Federal de Minas Gerais |
– Cartography; – Multiplicity; – Gilles Deleuze. |
69 – Sept./Dec. 12. v.23, i.3 |
15 |
Corporeity: the legacy of Marcel Mauss and Maurice Merleau-Ponty. |
Jocimar Daolio, Ana Carolina Capellini Rigoni, and Odilon José Roble |
School of Physical Education/Unicamp |
– Philosophy; contemporary – Corporeity; – M. Mauss and M. Merleau-Ponty. |
|
16 |
Jean-Jacques Rousseau: a double celebration |
Sílvio Gallo |
School of Education/Unicamp |
– Émile and Philosophy of Education; – Childhood psychology; – Jean-Jacques Rousseau. |
69 – Sept./Dec. 12. v.23, i.3 |
17 |
Letters from Rousseau |
Translation by Dorothée de Bruchard |
Not informed |
– Virtue; – Action; – Jean-Jacques Rousseau. |
69 – Sept./Dec. 12. v.23, i.3 |
18 |
Natality and education: reflections about the miracle of the new in the work of Hannah Arendt |
Vanessa Sievers de Almeida |
Universidade Federal da Bahia |
– Education; – Natality; – Augustine and Hannah Arendt. |
71 – May/Aug. 13. v.24, i.2 |
19 |
Francisco Ferrer Guardia: the martyr of the Escuela Moderna
|
Sílvio Gallo |
School of Education/Unicamp |
– Transformative education; – School; – Francisco Ferrer Guardia |
71 – May/Aug. 13. v.24, i.2 |
20 |
Boletín de La Escuela Moderna |
Francisco Ferrer Guardia |
Not informed |
– Libertarian education; – Escuela Moderna; – Francisco Ferrer Guardia. |
71 – May/Aug. 13. v.24, i.2 |
21 |
Copy, paste and delete: the internet and the concept of “semiformation” nowadays |
Antônio Álvaro Soares Zuin |
Federal University of São Carlos |
– Concentrated distraction; – Semiformation, internet, cultural industry; – Theodor W. Adorno. |
72 – Sept./Dec. 13. v.24, i.3 |
22 |
Confronting the emptiness in the culture of image – between clinic and education |
Cleber Gibbon Ratto |
Centro Universitário La Salle (Unilasalle), Canoas, Rio Grande do Sul |
– Education and existential emptiness; – Culture of image and caution; – M. Heidegger and D. Winnicott. |
73 – Jan./Apr. 14. v.25, i.1 |
23 |
“Practices of thought” and curricular debate: contributions from Foucault-Cortázar |
Cintya Regina Ribeiro |
School of Education/Unicamp |
– Genealogy; – Thought practices; – M. Foucault and J. Cortázar. |
73 – Jan./Apr. 14. v.25, i.1 |
24 |
Editorial |
Sílvio Gallo |
School of Education/Unicamp |
– Effects of Foucault on education; – Different fields of research; – M. Foucault. |
74 – May/Aug. 14. v.25, i.2 |
25 |
Foucault educator: art of writing and self-formation model |
Hubert Vincent |
Universities of Educational Sciences, University of Rouen, Mont-Saint-Aignan Cedex, France |
– Self-formation, generosity, virtue; – Application, reflection, posture; – Michel Foucault. |
74 – May/Aug. 14. v.25, i.2 |
26 |
The educational effect in Foucault. Is the government a pedagogical issue? |
Dora Lilia Marín-Díaz and Carlos Ernesto Noguera-Ramírez |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, Alcaldía Mayor de Bogotá, Colombia/Universidad Pedagógica Nacional, Bogota |
– Pedagogic practices; – Governmentality; – M. Foucault. |
74 – May/Aug. 14. v.25, i.2 |
27 |
Forget Foucault? |
Alfredo Veiga-Neto and Tatiana Luiza Rech |
Universidade Federal do Rio Grande do Sul |
– Foucauldian studies; – Foucaultlatry, Foucaultmania, Foucaultphobia; – Michel Foucault. |
74 – May/Aug. 14. v.25, i.2 |
28 |
Thinking as disorder: repercussions of the Foucauldian legacy |
Julio Groppa Aquino |
University of São Paulo |
– Ontology of the present; – Education; – Michel Foucault. |
74 – May/Aug. 14. v.25, i.2 |
29 |
Foucault and the criticism to the institutionalization of education: implications to the arts of government |
Alexandre Filordi de Carvalho |
Universidade Federal de São Paulo, Guarulhos, SP |
– School institution; – Criticism and the arts of government; – Michel Foucault. |
74 – May/Aug. 14. v.25, i.2 |
30 |
Care of self and the dangers of an ontology still no place: the legacy ethical and spiritual of Michel Foucault |
Alexandre Simão de Freitas |
Federal University of Pernambuco, Recife, PE |
– Care of yourself; – Ontology of self and human formation; – Michel Foucault. |
74 – May/Aug. 14. v.25, i.2 |
31 |
The biopolitics education-work alliance |
Karla Saraiva |
Universidade Luterana do Brasil |
– Biopolitics and education; – Governmentality, capitalism, and labor; – Michel Foucault. |
74 – May/Aug. 14. v.25, i.2 |
32 |
Care of the self, truth-telling: art, thought and ethics of the subject |
Fabiana de Amorim Marcello and Rosa Maria Bueno Fischer |
Universidade Federal do Rio Grande do Sul |
– Ethics, subject and truth; – Practices of the self; – Michel Foucault. |
74 – May/Aug. 14. v.25, i.2 |
33 |
Inclusion as matrix of experience |
Maura Corcini Lopes and Juliane Marschall Morgenstern |
Brazilian Jesuit University – Unisinos, São Leopoldo, RS |
– Inclusion and matrix of experience; – Counterconduct; – Michel Foucault. |
74 – May/Aug. 14. v.25, i.2 |
34 |
Presentation Paulo Freire and the production of democratic subjectivities: from the refusal of guidance to the promotion of autonomy |
Carlos Eduardo Valente Dullo |
Department of Anthropology, University of São Paulo |
– Political education; – Citizenship and autonomy; – Paulo Freire. |
75 – Sept./Dec. 14. v.25, i.3 |
35 |
Paulo Freire’s thought on the critical-emancipatory curriculum paradigm |
Marilia Gabriela Menezes and Maria Eliete Santiago |
Federal University of Pernambuco and Cátedra Paulo Freire/UFPE |
– Critical-emancipatory curriculum; – Liberating educational proposal; – Paulo Freire. |
75 – Sept./Dec. 14. v.25, i.3 |
36 |
Dialectic of progress and of domination of nature: technique in Theodor W. Adorno and José Ortega Y Gasset |
Jaison José Bassan and Alexandre Fernandez Vaz |
Universidade Federal de Santa Catarina |
– Formation; – Domination of nature and dialectics of progress; – Adorno and Ortega y Gasset. |
75 – Sept./Dec. 14. v.25, i.3 |
37 |
Editorial |
Sílvio Gallo |
School of Education/Unicamp |
|
76 – Jan./Apr. 15. v.26, i.1 |
38 |
Presentation |
Alexandre Filordi de Carvalho |
Federal University of São Carlos |
|
76 – Jan./Apr. 15. v.26, i.1 |
39 |
The pronunciation of the difference between the philosophical, pedagogical and literary |
Carlos Skliar |
Facultad Latinoamericana de Ciencias Sociales – FLACSO, Buenos Aires, Argentina |
– Differences; – Pedagogy; – Literature. |
76 – Jan./Apr. 15. v.26, i.1 |
40 |
The difference (of idiots) |
Fernando Bárcena |
Catedrático de Filosofía de la Educación, Departamento de Teoría e Historia de la Educación, Universidad Complutense Madrid, Madrid, Spain |
– Idiocy and difference; – Vulnerability and disability; – Deligny. |
76 – Jan./Apr. 15. v.26, i.1 |
41 |
Individual, subjectification and culture |
Hubert Vincent |
Universities of Educational Sciences, University of Rouen, Mont-Saint-Aignan Cedex, France |
– Education; Postmodern; – Difference; culture; – Montaigne, Emerson, Nietzsche, Dewey, Kant |
76 – Jan./Apr. 15. v.26, i.1 |
42 |
Difference, subjectivation and education: another look about school inclusion |
Pedro Angelo Pagni |
School of Philosophy and Sciences/Unesp – Marília |
– Inclusion and Disability; – Difference and event; – M. Foucault. |
76 – Jan./Apr. 15. v.26, i.1 |
43 |
Didactics of translation, transcreation of curriculum (a writing-reading of difference) |
Sandra Mara Corazza |
Universidade Federal do Rio Grande do Sul |
– Philosophy of difference; – Translation and transcreation; – Didactics. |
76 – Jan./Apr. 15. v.26, i.1 |
44 |
The didacticism as differentiator of the difference by the potency of possible things |
Artur José Renda Vitorino |
PUC-Campinas |
– Didacticism and difference; – Issue of the possible things and dramatization; – Gilles Deleuze. |
76 – Jan./Apr. 15. v.26, i.1 |
45 |
The ethics the Care of the Self in the Brazilian pedagogical field: modes of uses, resonances and challenges |
Nyrluce Marília Alves da Silva and Alexandre Simão Freitas |
Federal University of Pernambuco |
– Human formation; – Care of oneself and subject of education; – Michel Foucault. |
76 – Jan./Apr. 15. v.26, i.1 |
46 |
Presentation |
Sílvio Gallo |
School of Education/Unicamp |
– Living in community; – Outsider of the French philosophy; – Michel Serres. |
76 – Jan./Apr. 15. v.26, i.1 |
47 |
Education and Contemporaneity in Michel Serres |
Maria Emanuela Esteves dos Santos |
School of Education/Unicamp |
– Education; – Mixed philosophy; – Michel Serres. |
76 – Jan./Apr. 15. v.26, i.1 |
48 |
Walter Benjamin and the childhood experience: contributions to early childhood education |
Sandro Vinicius Sales dos Santos |
Universidade Federal de Minas Gerais |
– Children and early childhood education; – Experience, childhood; – Walter Benjamin. |
77 – May/Aug. 15. v.26, i.2 |
49 |
Education of the senses in the contemporaneity and its pedagogical implications |
Luiza Silva Rodrigues and Odilon José Roble |
School of Physical Education/Unicamp |
– Education of the senses; – Aesthetics and body; – M. Onfray and C. Türcke. |
78 – Sept./Dec. 15. v.26, i.3 |
50 |
Paulo Freire: educator-thinker of liberation |
Bruno Botelho Costa |
School of Education/Unicamp |
– Conscientization and popular culture; – Humanization and liberation; – Paulo Freire. |
79 – Jan./Apr. 16. v.27, i.1 |
51 |
Agreements and disagreements between children and adults in early childhood education: an analysis based on Martin Buber |
Sonia Kramer; Maria Fernanda Rezende Nunes; Alessandra Evelin Brandolim Pacheco; Andrea Ferreira Campos Oliveira, and Aline Lopes Martins |
PUC-RJ |
– Interactions between children and adults; – Educational practices; – Martin Buber. |
80 – May/Aug. 16. v.27, i.2 |
52 |
Paul Ricoeur: the solicitude ethics challenges education |
Rosa Maria Filippozzi Martini |
Centro Universitário La Salle (Unilasalle), Canoas, Rio Grande do Sul |
– Ethics, morals and justice; – Selfness and otherness; – Paul Ricoeur. |
80 – May/Aug. 16. v.27, i.2 |
53 |
The slip of alternative idea |
Gabriele Nigra Salgado and Wladimir Garcia |
Universidade Federal de Santa Catarina |
– Alternative schools; – Pedagogy of potency; – Event and lines of flight. |
81 – Sept./Dec. 16. v.27, i.3 |
54 |
Education and violence: a reflection from the ontology of social being |
Hormindo Pereira de Souza Júnior; Celeste Deográcias de Souza Bitencourt, and Daniel Handan Triginelli |
Universidade Federal de Minas Gerais, Betim Municipal Department of Education |
– Education and violence; – Ontology of the social being; – Marx, Lukács, and Mészáros. |
82 – Jan./Apr. 17. v.28, i.1 |
|
55 |
Philosophy and interdisciplinarity |
Márcio José Silveira Lima |
Universidade Federal do Sul da Bahia |
– Philosophy and training; –Specialization, interdisciplinarity; – Ortega y Gasset, Nietzsche, and Adorno. |
82 – Jan./Apr. 17. v.28, i.1 |
|
56 |
“Ogres are like onions”: different subjectivations present in the Shrek character |
Myrna Wolff Brachmann dos Santos and Antônio Carlos do Nascimento Osório |
Universidade Federal do Mato Grosso do Sul |
– Subjectivation; – Care of the self; – Constitution of the self. |
82 – Jan./Apr. 17. v.28, i.1 |
|
57 |
Rethinking the role of the teacher as transformation agent: parrhesia, care of the self and ethics in teacher education |
Alexandre Alves |
Brazilian Jesuit University – Unisinos, São Leopoldo, RS |
– Parrhesia, subjectivity; – Teacher education; – Michel Foucault. |
82 – Jan./Apr. 17. v.28, i.1 |
|
58 |
The singing of the damned: a quantitative analysis of the dissemination of the thought of Gilles Deleuze in the Brazilian educational research (1990-2010) |
Christian Fernando Ribeiro Guimarães Vinci |
School of Education/University of São Paulo |
– Philosophy and education; – Scientific production; – Gilles Deleuze. |
84 – Sept./Dec. 17. v.28, i.3, supplement 1 |
|
59 |
Identity of the self in plural contexts: challenges of formation |
Cledes Antonio Casagrande and Nadja Hermann |
Centro Universitário La Salle, Research Group “Rationality and Education” |
– Formation, identity; – Symbolic interaction and communicative action; – G. H. Mead and J. Habermas. |
84 – Sept./Dec. 17. v.28, i.3, supplement 1 |
60 |
The concept of the human being in nursing theories: establishing a relationship with the teaching of the human condition |
Anaísa Cristina Pinto; Mara Lúcia Garanhani; Thiago Eduardo de França, and Isadora Pierotti |
Policies on Nursing and Mental Health Research Group, University of São Paulo; Londrina State University; Casa do Pequeno Cidadão Project - PCPC; Health Sciences Center, Londrina State University |
– Nursing education; – Concept formation and nursing theory; – Edgar Morin and Wanda Aguiar Horta. |
84 – Sept./Dec. 17. v.28, i.3, supplement 1 |
61 |
The possibilities of a shared experience between adults and children in the city |
Vania Carvalho de Araújo and José Sérgio Fonseca de Carvalho |
Federal University of Espírito Santo, University of São Paulo |
– Crisis in education; – Children-adults relationship and the city; – Hannah Arendt. |
84 – Sept./Dec. 17. v.28, i.3, supplement 1 |
62 |
Poetic creation and curriculum of difference |
Angélica Vier Munhoz and Máximo Daniel Lamela Adó |
Universidade do Vale do Taquari, Universidade Federal do Rio Grande do Sul |
– Curriculum; – Difference; – G. Bachelard, S. Calle and G. Perec. |
84 – Sept./Dec. 17. v.28, i.3, supplement 1 |
63 |
The analytic of finitude as a semiology of the knowledges and the practices about man: towards a criticism of anthropological thinking in Education |
Rodrigo Barbosa Lopes |
São Paulo State University – Unesp |
– Philosophical anthropology; – Philosophy of Education; – M. Foucault and G. Deleuze. |
84 – Sept./Dec. 17. v.28, i.3, supplement 1 |
64 |
A country of education? An analysis of the proposals for the Brazilian public education |
Kamila Lockmann and Roseli Machado |
Federal University of Rio Grande, Universidade Federal do Rio Grande do Sul |
– Educational policies and public education; – Neoliberalism; – Michel Foucault. |
85 – Jan./Apr. 18. v.29, i.1 |
65 |
Who are the idiots, after all? |
Hamilton Viana Chaves, Osterne Nonato Maia Filho, Maria Susana Vasconcelos Jimenez, and Betânea Moreira de Moraes |
Universidade de Fortaleza, Universidade Estadual do Ceará, Universidade Federal do Ceará, Fortaleza, Universidade Estadual do Ceará |
– Idiot; – Critical theory; – Ontology and human formation. |
85 – Jan./Apr. 18. v.29, i.1 |
66 |
An essay on the idea of time in Paulo Freire: the presence of the Bergsonian duration |
Gil Sevalho |
Escola Nacional de Saúde Pública Sérgio Arouca |
– Time and epistemology; – Popular education; – Henri Bergson and Paulo Freire. |
85 – Jan./Apr. 18. v.29, i.1 |
67 |
The silencing of basic education teachers by the strategy of making them speak |
Janete Magalhães Carvalho and Suzany Goulart Lourenço |
Federal University of Espírito Santo – Ufes |
– National curricular common basis; – Social subjection and silencing; – Problematization and happening. |
86 – May/Aug. 18. v.29, i.2 |
68 |
Simón Rodríguez and listening at the edge of emptiness: ontological readings of the school |
Maximiliano Lionel Durán |
Universidade do Estado do Rio de Janeiro – Uerj |
– Philosophy and popular education; – Void; – Simón Rodríguez. |
86 – May/Aug. 18. v.29, i.2 |
69 |
An introduction to the seven fundamental concepts of translative research-teaching: the SIS ACCE file |
Sandra Mara Corazza |
Universidade Federal do Rio Grande do Sul – UFRGS |
– SIS ACCE; – File and translation; – Didactics and curriculum. |
87 – Sept./Dec. 18. v.29, i.3 |
70 |
The Production of the Subject with High Abilities in Mathematics and School Inclusion in Contemporary Education |
Karin Ritter Jelinek and Samuel Edmundo Lopez Bello |
Federal University of Rio Grande – Furg, Universidade Federal do Rio Grande do Sul – UFRGS |
– Subject with high abilities; – Mathematics and educational neoliberalism; – School inclusion and power-language games. |
87 – Sept./Dec. 18. v.29, i.3 |
71 |
Conscientization and Education: action and reflection that change the world |
Nilo Agostini |
Universidade São Francisco, Itatiba |
– Conscientization and praxis; – Education and literacy; – Paulo Freire. |
87 – Sept./Dec. 18. v.29, i.3 |
72 |
Individuality, freedom and education (Bildung) in Max Stirner |
Alexandre Alves |
Brazilian Jesuit University – Unisinos, São Leopoldo, RS |
– Anarchism; – Ethics, education and Bildung; – Stirner, Feuerbach and Marx. |
87 – Sept./Dec. 18. v.29, i.3 |
73 |
Childhood and promise: notes based on the thought of Theodor Adorno |
Patrícia da Silva Santos |
Federal University of Pará – UFPA |
– Childhood, education and civilization; – Society and nature; – Theodor Adorno. |
87 – Sept./Dec. 18. v.29, i.3 |
74 |
A heteropia of images: a combat against the cliches in the film After the rain |
Juliana Soares Bom-Tempo and Humberto Aparecido de Oliveira Guido |
Universidade Federal de Uberlândia – UFU |
– Heterotopia of images and counterspaces; – Cinema, education and philosophy; – M. Foucault and G. Deleuze. |
87 – Sept./Dec. 18. v.29, i.3 |
75 |
Considerations on regulation and heterotopia in Physical Education classes |
Sérgio Setanni Giglio and Mário Luiz Ferrari Nunes |
University of Campinas – Unicamp |
– Physical Education; – Heterotopia, difference and resistance; – Michel Foucault. |
87 – Sept./Dec. 18. v.29, i.3 |
76 |
Jacques Rancière – school, production, equality |
Aimberê Guilherme Quintiliano Rocha do Amaral |
Universidade Federal de Juiz de Fora – UFJF |
– Education and equality; – Production; – Jacques Rancière. |
87 – Sept./Dec. 18. v.29, i.3 |