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ABSTRACT: This bibliographical review presents a set of research about motherhood as a constructed social practice, the deterministic discourse of biology, and how it emerges in the training of biologists and teachers. The focus is on the Brazilian academic productions about this subject and its related aspects. About the methodological approach, the papers were raised from CAPES Portal in searches directed by descriptors previously defined. A set of 23 papers were found, and their analysis resulted in 3 thematic categories: 1. What is a mother?; 2. Breastfeeding; 3. What is a woman? - the biological discourse on stage. The results demonstrate the scarce discussion on specific topics. In general terms, discourses that speak directly about biological characteristics in women corroborate with the social place intended for them, over time, gave way to other sexist discourses, however masking under scientific neutrality. Within the production of scientific knowledge, it is evident that the purpose is to justify stereotypes in female and male bodies ways and, consequently, inequalities.

A inserção da pesquisa na prática docente assume cada vez maior importância e complexidade no campo da educação. Um aspecto envolvido na questão e pouco investigado é a formação dos professores para o desenvolvimento de pesquisas articuladas à sua prática. Nesse contexto, apresentamos uma proposta de formação para a pesquisa desenvolvida em um curso a distância de especialização em Ensino de Ciências envolvendo a elaboração, aplicação e análise de sequências didáticas: o Estudo Dirigido de Iniciação ao Trabalho de Conclusão de Curso (EDITCC). O objetivo do trabalho é apresentar a proposta formativa, produzida a partir dos resultados de pesquisa recolhidos da literatura da área, e investigar sua aplicação e seus resultados na formação continuada de professores de Ciências. Por meio de dados extraídos da produção de cursistas e tutores, percebemos que o EDITCC teve boa aceitação, foi positivamente avaliado pelos professores, além de ter promovido um maior entendimento sobre pesquisa.

Resumo: Este trabalho realiza uma leitura sobre as identidades de gênero nos livros didáticos de Ciências, da primeira fase do ensino fundamental, discutindo as invenções identitárias apresentadas. Analisa a divisão do mundo do homem e do mundo da mulher, buscando demonstrar como os discursos dessas obras reafirmam a matriz bipolar "masculino" e "feminino" nas relações de gênero. Descreve e problematiza o funcionamento das mensagens subliminares que procuram produzir identidades distintas entre homens e mulheres por meio de uma sexualização dos espaços doméstico e do mercado de trabalho. Em geral, os livros didáticos reproduzem uma separação espacial que captura homens e mulheres em territórios opostos, disponibilizando uma hierarquia sócio-econômica entre eles.

Abstract This article explores the potentialities of the Connected Histories method for the study of the Crusades, and more specifically of the Military Orders. The corpus initially takes shape in a papal document of 1179 that listed the disputes between the Templars and the Hospitallers. In it, we find itinerant Islamic communities under the care of the Temple. We also turn to the agreement between Baybars and the Hospitallers, dated 1267, which established a co-dominium between the Sultan and the Order. Included in this agreement was the control over Bedouins and Turkmen. Both documents can serve as a laboratory for the application of the assumptions concerning the Connected Histories method. In addition, the paper goes on to outline the recent historiographical positions about the relationships between the Military Orders, the Muslim communities, and the established powers in the Levant. The central idea is to analyze both forced and consensual movements within a play of scales that brings together the displacement of captives, the itinerancy of Bedouins, and the Mongol advance. Then the paper explains how the intensification of movements would put the historical subjects before the dilemmas of conviviality, whose answers made the interactions relentless to mere fierce opposition or to the idea contained in the Geography of Fear hypothesis.

The objective of this article is to perform a bibliometric analysis that helps to delimit and understand the concepts of Neuroscience and Neurodidactics, taught in higher education, for a better understanding of the different learning processes, that is, to try to explain what, how and why we learn. A quantitative-bibliometric methodology was employed using the Web of Science (WoS) database. The search was performed by filtering "subject and key terms" in both titles and abstracts of scientific papers using Boolean operators and truncations. We proceeded to work with two samples: the first one without using any kind of filter or refinement of 60 scientific papers; the second one filtering by the thematic categories with a sample of 44 scientific papers. The years of production, the sources of information, the authors and the keywords of the scientific documents were considered for the analysis of the data. From the results shown through the maps, a total of five research fronts have been inferred as the most relevant and related to the topic: neurodidactics in general; neuroscience and technology; neurodidactics and technological aspects; neuroeducation programs and pedagogy and neurodidactics. As this is a developing field of study, no major specific problems have been found, but for the time being what is obtained is a broad and general view of this area of research. Future studies that complement or expand this work could be oriented towards conducting replication research.

ABSTRACT We can often find in the literature (both popular and academic) ascriptions of complex collective duties to extensive unstructured collections of individuals. By ‘complex collective duties’, I mean collective duties that, plausibly, require that the individual members of an extensive unstructured collection should enact different contributory act-types to achieve an end jointly - for example, the alleged universal collective duty to end global poverty. In this paper, I argue that these duties are not action-guiding. The reason is that they do not pass what I call the ‘test of action-guidance’. This test assumes the intuitive belief that a moral duty is action-guiding only if it is clear to the duty-bearer the act-type that she should enact after the ascription of the duty. Complex collective duties ascribed to extensive unstructured collections fail to pass this test because, even though each duty-bearer (that is, each member of the collection) receives guidance on the end that they should achieve jointly, it is not clear to these agents the act-type that each of them should put into practice.

ABSTRACT This paper examines the role that the notion of political obligation has in the thought of the Italian philosopher of politics and law Alessandro Passerin d’Entrèves (1902 - 1985), especially in its relationship with the democratic regime and forms of resistance on the part of citizens. By analyzing the author’s main arguments in this regard, it seeks to demonstrate the flexibility of the author’s concept of State, and the importance of philosophy as a point of intersection between morality and law, constituting itself as an instrument of phenomenological approach to the forms of human association.

Verb classes are defined in lexical-semantics literature as syntactically coherent groups of verbs that also share meaning components. Thus, the investigation of verb classes leads to important insights into the syntax-semantics interface. In this perspective, starting from Levin’s (1993) foundational work for English, many authors have developed analyses for the syntactic-semantic classification of verbs in different languages. The aim of this paper is to provide an overview of such studies, focusing on those that constitute online open access resources for the syntactic-semantic classification of verbs: VerbNet for English, BVI for Basque, AnCoraVerb for Spanish and Catalan, VerboWeb for Brazilian Portuguese, CROVALLEX for Croatian, and VALLEX for Czech. Thus, this paper reviews the general theoretical assumptions on verb classification shared by all the works presented, and shows the specific characteristics of each one, considering the body of data, the specific theoretical perspective, analyses and methodology, and the search engines they provide. Finally, it offers a comparative analysis of two specific verb classes (namely, image creation verbs and verbs of creation and transformation), drawing on data from the studies mentioned above. Although these resources assume a specific lexical-semantic approach for verb classification, they provide valuable data and analyses that can be useful for research in different theoretical perspectives.

ABSTRACT This paper aims to map the different theoretical options related to the Precautionary Principle (PP). Great part of the literature on it can be systematized by answering to three different questions: is there a basic structure in the PP? If so, in which interpretation of the PP does this structure express itself? Finally, are its damage or knowledge conditions fixed or adjustable? The first question separates realist from non-realist approaches. The second question allows us to discriminate monist, dualist, or pluralist positions in relation to the three interpretations of the PP: decision rule, procedural requirement, or epistemic rule. Finally, the third question distinguishes rigid from non-rigid formulations of the principle. Based on this mapping, one can not only navigate through the different formulations of the PP present both in official documents and in specialized literature, but also deflect some of its common objections, and understand Hans Jonas’ eventual connection with PP. Notwithstanding, this mapping does not capture other important themes attached to PP, which motivates a final distinction between narrow and broader forms of PP.

ABSTRACT According to one influential argument against the existence of a priori knowledge, there is no a priori knowledge because (i) no belief is immune to revision, and (ii) if there were a priori knowledge, at least some beliefs would be unrevisable. A version of this argument was famously advocated by W. V. Quine, and is still popular among many naturalist philosophers. The aim of this paper is to examine and reject this argument against the a priori. The paper starts by discussing the thesis (i) and its role in Quine’s Web of Belief model. It is suggested that this thesis faces some important challenges that might jeopardize its use in the above argument against the a priori. Premise (ii) of the argument is then discussed. Philip Kitcher has famously defended a version of premise (ii). His arguments are assessed and rejected. The conclusion is that we have no good reason to accept (ii), and, with it, this argument against the a priori. The paper ends by proposing an account of the a priori that is perfectly compatible with (i).

ABSTRACT The aim of this paper is to show that "traditional" and "resolute" interpretations have not freed the "Tractatus" from the apparent paradoxical self-defeat. I argue that these readings only give it new clothing. Hacker's "traditional" reading ends up ascribing a metaphysical conspiracy to the "Tractatus", which is incompatible with the aims of the book. The "resolute" reading of Diamond and Conant ascribes an authorial conspiracy to Wittgenstein, which contradicts his views on authorship and method. Grounded in the difficulties found in both sides of the current debate, I conclude this paper by proposing several requirements that the correct interpretation of the "Tractatus" should fulfill.

ABSTRACT This paper presents a solid normative approach in military ethics, which justifies the rule of law in a constitutional regime capable of fixing the proper role of the Armed Forces in Brazil. Deploying this ethical framework, it analyzes the relevant literature, especially authors who defend civilian supremacy for the good functioning of a democratic society. Afterwards, some models of civil-military relations are introduced to establish the parameters and indicators of proper democratic consolidation. These parameters are applied to recent events, revealing that Brazil is regressing in its civilian control over the military. Finally, some practical proposals for reversing this tendency are put forward in pursuit of a fully democratic regime in Brazil.

This paper proposes a discussion about open education, based on the concept of rhizome, articulated by Deleuze and Guattari in “A Thousand Plateaus”, and the "wandering lines", present in theFernand Deligny's cartography in "The arachnean and other texts". The paper explores how teachers can act as “Transformative Intellectuals” in the cyberculture context, opposing the banking model of education, adopting a critical perspective of teaching in the utilization of digital culture processes in their Pedagogical practices. In this regard, the discussion ends by suggesting a reflection about the potential of Open Educational Resources (OER) and how they can be considered possibilities for wandering and deterritorialization in the context of Brazilian education.

The term "Continuing Education" (CE) appears in Brazilian official documents widely and generally, including any kind of activity that will contribute to the professional performance. Many of these official documents name CE programmes those that train teachers from municipal and state school systems (those teachers called lay teachers), those without secondary and graduated levels. This paper aims at contextualizing and discussing the continuing education of foreign language teachers (EFL) of English language in Brazil. The theoretical-methodological trajectory of this study is based on discourse theories and applied linguistics studies. Through the analysis of the discourses circulating in official documents about the CE, it is possible to state, from the presented scenario, that several Brazilian public authorities approve the CE in general context, but the encouragements do not seem to reach all areas of knowledge. Through this perspective, it is worth asking how have the proposals for continuing education in foreign languages in Brazil been developed and what kind of actions have been put into practice. Reflections arising from this paper reveal that the laws are formed by historical processes and are the result of social, political and ideological negotiations, which seem to give opportunities for changes, however end up been limited by representations about what means to teach and learn a foreign language in the Brazilian context. Summing up, from these perspectives about continuing education, it is important to bring such discussions to the field of applied linguistics to EFL teaching to produce reflections for this field.

ABSTRACT The paper intends to build a dialogue between Nāgārjuna and Schelling on Self, world, and standpoints, taking as main references Nāgārjuna's The Fundamental Verses of the Middle Way and Schelling's Philosophical Letters on Dogmatism and Criticism. Whereas Nāgārjuna criticizes the substantialization of beings by resorting to the discourse of the dependent co-origination in order to overcome suffering, Schelling, on his turn, refutes the fanaticism based on dogmatism's tenets in favor of the criticism interpreted according to its spirit, and not according to its letter, in order to emancipate humanity. Starting with a succint contextualization of the Eastern and Western philosophical discourse, proceeding further to discuss the philosophies of both thinkers, the paper is concluded by assessing their theories.

Expanding propositions of Souza Júnior (2015c), the present paper analyses the propagation patterns of media/linguistic practices, encapsulated in selfies, which the Brazilian Electoral Justice termed a ‘forbidden act’ – whenever selfies were to be taken inside voting booths and/or posted online from there, during the 2014 Brazilian elections. Suggesting a bottom-up Linguistics and social-semiotics-oriented analysis, seeking to expand the investigative limits of a pictorial and Communication-oriented analysis presented in Shifman (2014), the paper, firstly, examined the selfie post that originated the digital event #selfienaurna (i.e. selfie in the voting booth). Secondly, the article defined that post’s initial compositional pattern in terms of: a) multimodal construction (its visual syntax); b) multimodal proposition (the purpose the purpose expressed through that picture). Then, the methodology of “propagatory analysis” (SOUZA JÚNIOR, 2014) was used to confront the initial pattern with other occurrences found in the corpus. Carrying out a “relational analysis” (SOUZA JÚNIOR, 2015a), this study investigated how the pattern that generated #selfienaurna would evolve, namely: mostly homogeneously – positioning found in Dawkins (1979, 1982); and followed by Recuero (2006) – or heterogeneously - proposition presented in Dennett (1995); and corroborated in Souza Júnior (2014, 2015a). Results showed that the propagation of #selfienaurna evolved mostly heterogeneously, regarding the items investigated.

In this paper, we present the results of our work with automatic morphological annotation of excerpts from a corpus of spoken language – belonging to the VARSUL project – using the free morphosyntatic tagger Aelius. We present 20 texts containing 154,530 words, annotated automatically and corrected manually. This paper presents the tagger Aelius and our work of manual review of the texts, as well as our suggestions for improvements of the tool, concerning aspects of oral texts. We verify the performance of morphosyntactic tagging a spoken language corpus, an unprecedented challenge for the tagger. Based on the errors of the tagger, we try to infer certain patterns of annotation to overcome limitations presented by the program, and we propose suggestions for implementations in order to allow Aelius to tag spoken language corpora in a more effective way, specially treating cases such as interjections, apheresis, onomatopeia and conversational markers.

This paper details a number of challenges and opportunities for today’s learners when reading for information on the Internet. After defining online reading comprehension from a new literacies perspective and how it appears to be different than offline reading comprehension, I highlight details about four of the biggest challenges for today’s learners. These include 1) understanding and becoming proficient with the new literacy skills and practices needed for online research; 2) developing a special kind of digital wisdom that focuses on learning how to learn with the Internet; 3) taking on new roles in a digital culture that expects learners to actively participate and contribute with new knowledge as a member of their community; and 4) developing positive attitudes toward using the Internet for academic work. The second part of the paper shares examples of how skilled online readers can use the steps of online inquiry to think more deeply about topics that interest them; develop a personal voice as they share ideas with others; and work collaboratively to build meaning and new digital products that enable them to make a difference in their world, or matter. You can explore the research and resources from this presentation in more depth at .

Conforme a Teoria da Língua em Ato (CRESTI, 2000a), que fundamenta este artigo, a sintaxe no estudo da fala espontânea necessita ser estudada considerando a dimensão da articulação informacional, e, portanto, de forma diferente de como é tradicionalmente feita a análise sintática da escrita. Com o objetivo geral de aprofundar o estudo da sintaxe da fala e com base em corpora especificamente construídos para uma adequada análise desta diamesia, é aqui apresentado o primeiro mapeamento das orações completivas no corpus de fala de português brasileiro C-ORAL-BRASIL (RASO; MELLO, 2012), a fim de comparar esta primeira análise quantitativa com os dados disponíveis extraídos do corpus C-ORAL-ROM (CRESTI; MONEGLIA, 2005) para fala de italiano. A análise qualitativa das orações completivas nas duas línguas, conduzida sobre dois subcorpora do C-ORAL-BRASIL e do C-ORAL-ROM anotados informacionalmente, é apresentada em seguida. According to Language into Act Theory (CRESTI, 2000a), on which this paper is founded, the syntax of spontaneous speech can’t be analyzed without taking into account the informational patterning dimension. Its analysis, therefore, must be different from the traditional one applied to written language. With the general aim of examining in depth spontaneous speech syntax and on the basis of adequate spontaneous speech corpora, this paper shows the first mapping of completive clauses in spoken Brazilian Portuguese corpus C-ORAL-BRASIL (RASO; MELLO, 2012), in order to make a quantitative analysis comparable with available data from spoken Italian C-ORAL-ROM corpus (CRESTI; MONEGLIA, 2005). The qualitative analysis of completive clauses in both spoken languages is then presented, conducted on two sub-corpora of C-ORAL-BRASIL and Italian C-ORAL-ROM presenting informational patterning annotation.

ABSTRACT This paper reconstructs the discussion about biopolitics in the thoughts of Foucault and of Negri and Hardt, in order to emphasize the importance that can be acquired, in this context, by the notion of agonistics. At first, we approach Foucault’s concepts of biopower and governmentality in an introductory way, as well as their relationship with liberalism and neoliberalism. We also examine the ambiguities that mark the practices of freedom and the possibilities of resistance in a world governed by biopower. Then, we explain the meaning of the concepts of cognitive capitalism, Empire and multitude in the works of Negri and Hardt. In this point, we seek to fill a gap in their analysis, which is not found in Foucault, regarding the question of agonistics: the multitude’s willingness to fight intensifies itself when we realize that life as such is agon. Finally, we argue that, in principle, in the neoliberal work environment, it is possible to convert self-entrepreneurship processes into micro-experiments of resistance and non-alienated freedom.

ABSTRACT This paper is an attempt at connecting the emergence of second order observation in critical philosophy with the theory of aesthetic autonomy as developed by Early German Romanticism. In outlining the genesis of an autonomous art system from the reception of critical philosophy, my intention is to show how those apparently overly hermeneutical philosophical developments relate to the birth of a system of production and reproduction of artworks, which – as I will argue – are the very materialization of the system’s code.

ABSTRACT In this paper, I argue that Hume’s commitment to mind-independent objects is based on two types of realism or system of realities: (a) a naïve realism based on an unjustified vulgar belief which identifies perceptions and objects, and (b) a representational realism or philosophical system of double-existence. Firstly, I emphasize that the philosophical question “Whether there be body or not” cannot be considered a full case of unmitigated skepticism, because Hume accepts a mitigated skepticism compatible with both vulgar and representational realism. Furthermore, I argue that, while the vulgar belief in bodies is based on an unjustified assent, the double-existence theory is based on both an unjustified assent and a rationally justified assent (that corrects the former). Considering all these points, I conclude that Hume’s mitigated skepticism allows and requires a belief in or supposition of continued and distinct existences, and that this must, as a practical matter, take vulgar and philosophical forms at different times.

RESUMO: O presente trabalho propõe uma discussão a respeito da “educação aberta” a partir da imagem do “rizoma”, conceito presente nas obrasMil Platôs, de Deleuze e Guatarri, e nas “linhas de errância”, presentes nos mapas apresentados por Fernand Deligny, em “Aracniano”. O presente trabalho discute como os professores podem assumir o papel de “intelectuais transformadores” no contexto da cibercultura e de negação do modelo de “educação bancária”, adotando uma perspectiva crítica de ensino na utilização dos processos da cultura digital em suas práticas pedagógicas. Por fim, propõe uma breve reflexão acerca do potencial dos recursos educacionais abertos e de como eles podem ser vistos como possibilidades de “errância” e “desterritorialização” no contexto da educação brasileira. PALAVRAS-CHAVE: rizoma; educação aberta; educação bancária; Recursos Educacionais Abertos (REA). ABSTRACT:This paper proposes a discussion about open education, based on the concept of rhizome, articulated by Deleuze and Guattari in “A Thousand Plateaus”, and the "wandering lines", present in theFernand Deligny's cartography in "The arachnean and other texts". The paper explores how teachers can act as “Transformative Intellectuals” in the cyberculture context, opposing the banking model of education, adopting a critical perspective of teaching in the utilization of digital culture processes in their Pedagogical practices. In this regard, the discussion ends by suggesting a reflection about the potential of Open Educational Resources (OER) and how they can be considered possibilities for wandering and deterritorialization in the context of Brazilian education. KEYWORDS: rhizome; open education; banking model; Open Educational Resources (OER).

RESUMO:A expressão “Educação Continuada” (EC) ou “Formação Continuada” aparece nos documentos oficiais brasileiros de maneira ampla e genérica, compreendendo qualquer tipo de atividade que venha a contribuir para o desempenho profissional. Muitos documentos intitulam de programas de EC os que formam professores das redes municipais e estaduais (aqueles professores chamados de professores leigos), tanto em nível médio quanto superior. O objetivo deste artigo é contextualizar e problematizar a educação continuada de professores de línguas estrangeiras (LE) no Brasil. A trajetória teórico-metodológica deste estudo ancora-se na teoria do discurso e nos estudos da Linguística Aplicada. Mediante a análise dos discursos que circulam nos documentos oficiais sobre a EC, pode-se dizer, a partir do panorama ora apresentado, que diversos órgãos do poder público brasileiro chancelam a EC em âmbito geral, mas os incentivos parecem não alcançar todas as áreas do conhecimento. Nessa perspectiva, vale indagar como se vêm realizando propostas de educação continuada em línguas estrangeiras no Brasil e quais incentivos existem de fato. As reflexões suscitadas pelo estudo revelam que as legislações se constituem a partir de processos históricos e são fruto de negociações sociais, políticas e ideológicas que, ao mesmo tempo em que abrem espaço para as iniciativas de EC, também as circunscrevem a partir de discursos do que se considera ensinar e aprender um LE no contexto brasileiro. A partir dessa contextualização da educação continuada, é importante trazer tais discussões para o campo da Linguística Aplicada ao ensino de LE, para produzir reflexões para esse campo. PALAVRAS-CHAVE: educação continuada; língua estrangeira; formação de professores. ABSTRACT:The term "Continuing Education" (CE) appears in Brazilian official documents widely and generally, including any kind of activity that will contribute to the professional performance. Many of these official documents name CE programmes those that train teachers from municipal and state school systems (those teachers called lay teachers), those without secondary and graduated levels. This paper aims at contextualizing and discussing the continuing education of foreign language teachers (EFL) of English language in Brazil. The theoretical-methodological trajectory of this study is based on discourse theories and applied linguistics studies. Through the analysis of the discourses circulating in official documents about the CE, it is possible to state, from the presented scenario, that several Brazilian public authorities approve the CE in general context, but the encouragements do not seem to reach all areas of knowledge. Through this perspective, it is worth asking how have the proposals for continuing education in foreign languages in Brazil been developed and what kind of actions have been put into practice. Reflections arising from this paper reveal that the laws are formed by historical processes and are the result of social, political and ideological negotiations, which seem to give opportunities for changes, however end up been limited by representations about what means to teach and learn a foreign language in the Brazilian context. Summing up, from these perspectives about continuing education, it is important to bring such discussions to the field of applied linguistics to EFL teaching to produce reflections for this field. KEYWORDS: continuing education; foreign language; teacher education.

This paper aimed to analyze the argumentative structure and the characteristics of arguments used in Isaac Newton’s paper where his “New theory about light and colors”, written in 1672, is described. For this purpose, we have used “Toulmin’s Argument Pattern” as an analytical tool. The identification of argumentative structure in a scientific text can help one to understand the argument construction in science and support this reasoning on science education, particularly on textbooks organization. This analysis has characterized the arguments presented in the text and shown its relation to Newton’s explanation on color in light refraction phenomenon through a prism.

This paper brings into discussion some of Nancy Cartwright’s ideas about the nature of current science. We believe that her formation focused on Mathematics challenges us to an innovative look at science, especially about the nature of the deepest and the most successful fundamental laws of Physics by reinterpreting concepts as causality, objectivity and realism. The ideas summarized on this paper don’t deal with the complexity of her epistemology. The aim is only to keep the course of the epistemological debate and instigate new thoughts, mostly to physics teachers. This is done by suggesting that the philosophy of science, as well as science itself, which does not have final questions, but instead keeps in march and continues its evolution.

Resumo: O presente trabalho tem por objetivo contrastar a constituição interna de verbetes de dicionários escolares Tipo 2. A inclusão dos dicionários escolares de língua portuguesa ao Programa Nacional do Livro Didático ampliou as discussões sobre este tipo de obra lexicográfica, o que culminou em um aprimoramento dos dicionários escolares nos últimos dez anos. No entanto, por ser uma prática incipiente no Brasil, a pesquisa lexicográfica brasileira ainda carece de diretrizes que norteiem a compilação de dicionários escolares de excelência. Desta forma, embora compiladas sob diretrizes fixadas pelo Ministério da Educação, as obras disponíveis no mercado ainda apresentam características muito heterogêneas quando comparadas umas às outras. Neste trabalho, procuramos contrastar as informações oferecidas nos verbetes de três dicionários Tipo 2 de modo a chamar a atenção para a necessidade de um estudo que consolide um Programa Constante de Informações para estas obras lexicográficas. Palavras-chave: Lexicografia pedagógica; dicionários escolares; Programa Constante de Informações. Abstract: This paper aims to contrast the internal formation of entries in Type-2 school dictionaries. The inclusion of Portuguese school dictionaries in the Programa Nacional do Livro Didático [“Brazilian Textbook National Program”] has enhanced the discussions about this kind of dictionary, improving the compiling of school dictionaries in the last decade. However, lexicographical research in Brazil is still very incipient and it has not yet established guidelines that assure the compilation of high quality school dictionaries. Consequently, despite being compiled according to parameters fixed by the Ministry of Education, school dictionaries still present heterogeneous features when compared to each other. In this paper, we contrast the information presented by entries of three Type-2 dictionaries, and we draw the attention to the need of a study that consolidates a Constant Program of Information to this sort of dictionary. Keywords: Pedagogical lexicography; school dictionaries; Constant Information Program.

Resumo: Este artigo mostra a relação entre estratégias usadas em dicionários escolares e enciclopédias digitais, especificamente em relação às remissivas ou links, que desempenham um importante papel em sua constituição. Assim, tomando por ponto de partida um verbete de um dicionário impresso e um artigo da Wikipédia, estabelecemos algumas comparações de modo a observar se se pode considerar um indício de transmutação do gênero verbete. Há que se considerar, pois, que atualmente vivenciamos um período de mudanças nas formas de interação com os textos, visto que as novas tecnologias nos impelem a transcender o simples folhear do papel, ou o movimento sacádico dos olhos entre as palavras, para a visualização difusa das informações que aparecem na tela do computador. Assim é que, com base nos conceitos metalexicográficos e hipertextuais, acreditamos que há um relacionamento extremamente relevante entre os links e as remissivas, que pode explicar o desenvolvimento de estratégias específicas de consulta, tanto em meio digital quanto impresso. No entanto, ainda não podemos precisar se isso se configura como uma reelaboração de gêneros. Palavras-chave: Verbete; reelaboração de gêneros; hipertexto digital. Abstract: This article shows the relationship between strategies used in learner’s dictionaries and online encyclopedias, specifically in relation to cross-references or links, which play an important role in its constitution. Thus, taking as a starting point of a dictionary entry form and an Wikipedia article, we establish some comparisons in order to see if it can be considered a sign of transmutation of the genre entry. One must consider, therefore, that currently we live an age of changes in the forms of interaction with the texts as new technologies compel us to transcend the simple sheet of paper, or saccadic eye movement between words, for viewing diffuse the information that appears on the computer screen. So that, based on the metalexicography and hypertext concepts, we believe that there is an extremely important relationship between the links and cross-references, which may explain the development of specific strategies for consultation, both in digital and paper. What, however, we can’t yet specify whether configured as a transmutation of genres. Keywords: Entry; transmutation; hypertext.

The increased presence of adolescents and young people on the Internet has led to an interest in analysing their reading and multimodal practices, which sometimes involve the creation of spaces for reading socialisation in this context and the development of vernacular practices on the Internet (CASSANY, 2012). In this paper, we want to explore this question in greater depth, considering their reading practices on the web and the knowledge that teacher trainees in Primary Education at the University of Extremadura have about the new genres developed in this media context. For this purpose, an ad hoc questionnaire was designed in which the students reported on their reading habits and practices. The results show a scarce knowledge of the genres mentioned and very little consolidated reading habits, which makes it necessary to carry out specific work to reinforce this habit and their knowledge of the different practices.

This paper presents a pilot study that focuses on the exploratory and rapid prototyping within the human-in-the-loop control of a self-constructed and developed educational robot in assisting communicative English learning in primary Education in Madrid, Spain. The study sample was composed of 37 3rd graders that attended four English learning program sessions in November 2021, in which robot integration plays a leading role as learning material. To achieve the above, an easy-to-build, programmed and economical LEGO Education Mindstorms EV3 package was optioned. Pre-and-post questionnaires, classroom observations, and an evaluation sheet that measures self-evaluation, peer evaluation, and teacher evaluation were applied. The result reveals students’ perception of the pioneering robot and although preliminary, presents validation of the technology for English class assistance. Another finding suggests that students’ stress generated from communication in English among peers was reduced with the companion of the robot. Due to the nature of a pilot study, both the number of sessions and the sample size are limited to determine if the robot is helpful in students’ vocabulary acquisition in the long run. Further study is to be conducted with the pioneer model to teach vocabularies of different categories for a longer period. The findings of this pilot study will serve as a reference in the attempt to develop and reproduce promising robots to assist English teaching and learning that are accessible to public schools.

In this paper, we present some ideas concerning the use of Toulmin’s Argument Pattern (TAP) in research on science teaching. We support studies in the area that mention the possible inadequacy of this standard when used to analyze the interactions occurring in the classroom. We believe that its use in our research can be better used when we insert elements directly related to science education. In this paper, we propose an analysis focused both on the responses of the students and the teacher’s actions to foster discussions that occurred in the classroom. In addition to TAP, in our analysis, we use categories proposed for the study of discursive interactions occurring in science classrooms: to analyze the speech of students, we use indicators of Scientific Literacy, and to analyze the actions of the teacher, we propose new categories that directly relate to the promotion of research and argumentation in the classroom. Based on these results, we conclude that the establishment of correlation between facts and ideas (not regarded by TAP) is an essential step for the construction of argument in science classes.

Based on the experiences in a discipline which studies on Science, Technology and Society (STS) there was strong potential for some documentaries to promote discussion of these issues. The purpose of this paper is to present some documentary films and their features related to STS. In this way, this paper presents an informative approach and it becomes possible to aid teachers who want to discuss STS in their classes. The films described here are characterized as resources to promote critical thinking and civic attitude of the people and to encourage discussions / reflections among educators and trainers on the current reality and the triad STS, resulting in possible changes in school.

This paper addresses several contexts of literary migration in theearly twenty-first century that are changing how literary scholars read, the questions we pose, and the answers we find persuasive. How do ideas travel across time and space in the internet age? How does the literary engage the social, the political, the spatialand the temporal at a time of intensifying transworld connections? How are concepts of knowledge mobilization changing what we mean by the literary and how are globalizing processes changing what we mean by migration? What is the role of English in the circulation of ideas and the creation of literary value? Understanding literacy as the meaning-making practices in which readers engage, what kind of new literacies are required in our changing times? This paper adapts the concept of transnational literacies from the work of theorists such as Gayatri Spivak to engage current debates about the digital literacies of “digital natives,” whose imaginative mobility is enabled by newmedia, and current literary interest in revalorizing mobility and reconsidering the material conditions that make it possible.

A partir da ideia de que filosofar é duvidar, o artigo examina a relação do ceticismo de Montaigne com o ceticismo antigo. De um lado, mostram-se os elementos do ceticismo antigo de que Montaigne se apropria, como a divisão da filosofia em três seitas e o método cético da oposição. De outro lado, identificam-se as inovações introduzidas por Montaigne nesses mesmos elementos céticos. Finalmente, procura-se mostrar que Montaigne, com o projeto de pintar-se a si mesmo, desenvolveria uma maneira própria de duvidar.Starting from the view that to philosophise is to doubt, this paper compares Montaigne's scepticism to ancient scepticism. On the one hand, it is shown that elements from ancient scepticism are used by Montaigne, such as the division of philosophy in three sects and the sceptical principle of opposition. On the other, the paper focuses on the novelties introduced by Montaigne into these sceptical elements. Finally, it is investigated to what extent Montaigne's project of a self-portrait allows him to develop a new kind of doubt.

O texto explora a crise dos mísseis soviéticos em Cuba, de outubro de 1962, geralmente considerada como o acontecimento mais dramático de toda a época da Guerra Fria. O trabalho de pesquisa utiliza documentação primária resgatada do Arquivo Histórico do Ministério das Relações Exteriores do Brasil (AHMRE). Também é utilizada literatura especializada publicada no Brasil e no exterior. Particular interesse tem para os fins do artigo as iniciativas especificamente brasileiras no contexto da crise, principalmente as seguintes: (i) a desnuclearização da América Latina, (ii) a mensagem de moderação junto às lideranças cubanas, (iii) o acompanhamento político-diplomático da crise nos foros hemisférico (OEA) e global (ONU), e (iv) a eventual "finlandização" de Cuba.The text explores the so called Cuban Missile Crisis, of October of 1962, generally considered as the most serious confrontation of the Cold War. The paper uses primary sources from the Brazilian Ministry of Foreign Affairs Archives. Also literature published in Brazil and the exterior is used. The Brazilian initiatives at the time are very important in this paper, particularly the followings: (i) denuclearization of Latin American continent, (ii) the call for moderation to Cuban leadership, (iii) the permanent preoccupation with the crisis evolution, and (iv) the possibility of a neutralization of Cuban revolutionary process inside the borders of that island.

En el trabajo, es objeto de análisis en una perspectiva comparada, el ámbito normativo correspondiente a la inteligencia interior en América Latina, cotejándolo con el existente en otros países, fundamentalmente países de significativa evolución institucional y caracterizados por una actividad de inteligencia con límites y control. La comparación evidencia la amplitud que posee la inteligencia interior en Latinoamérica, respecto de la que posee en los países utilizados para la comparación, basada tanto en la asignación legislativa de competencias sobre la base de conceptos muy amplios e incluso vagos, como, en ciertos casos, de la consideración de la actividad de inteligencia como una actividad ordinaria del Estado, que puede ser requerida para auxiliar a los responsables de la formulación de políticas en cualquier ámbito. El trabajo concluye proponiendo para Latinoamérica la adopción de conceptos más precisos y estrictos en materia de inteligencia interior, tanto en beneficio de la propia actividad - que podrá concentrar de ese modo sus medios humanos y materiales y sus recursos en aquellos aspectos fundamentales para el Estado - como de la vigencia de los derechos individuales.The purpose of this paper is to address domestic intelligence laws in force in Latin America from a comparative perspective. Such laws are compared with those in force in countries exhibiting significant institutional advancement in which the intelligence activity features limits and controls. The comparative analysis shows the all-embracing scope characteristic of domestic intelligence in Latin America versus that of the countries used as comparison, and that this is the result of both the legislative allocation of conceptually wide-ranging and even vague functions and, in some cases, the consideration of the intelligence activity as a regular activity of the State, likely to be required in aid of policy-makers in any area. The paper concludes proposing that Latin American countries adopt more precise and strict concepts of domestic intelligence for the benefit of both the activity itself -enabling it to concentrate its human and material means and resources to issues that are truly basic to the State- and the validity of individual rights.

RESUMO:Expandindo proposições de Souza Júnior (2015c), o presente artigo analisa os padrões de propagação de práticas linguístico-midiáticas, em forma de selfie, que se tornaram alvo de proibição nas cabinas de votação por parte da Justiça Eleitoral brasileira, a partir da eleição de 2014. Sugerindo uma análise ascendente baseada na Linguística e na Semiótica-social, procura-se ampliar investigações de natureza comunicacional e fotográfica propostas em Shifman (2014), definindo-se, por dois traços composicionais, o padrão inicial de construção de um selfie postado: a) sua estruturação multimodal (a sintaxe visual do selfie); b) sua proposição multimodal (propósitos externados nesse post). Em seguida, pela metodologia de “análise propagatória” (SOUZA JÚNIOR, 2014), confronta-se tal padrão inicial com demais padrões presentes no corpus. Através da “análise relacional” (SOUZA JÚNIOR, 2015a), verifica-se, então, como os padrões de estruturação e proposição multimodais que deram origem ao evento digital #selfienaurna iriam se desenvolver, isto é: de modo majoritariamente homogêneo – posição encontrada em Dawkins (1979, 1982); e seguida por Recuero (2006) – ou heterogêneo – argumentação apresentada em Dennett (1995); e corroborada em Souza Júnior (2014, 2015a). Os resultados indicam que a evolução do fenômeno #selfienaurna se mostra majoritariamente heterogênea quanto aos aspectos de propagação investigados. PALAVRAS-CHAVE: memes da internet; selfie; Linguística Sistêmico-funcional; Multimodalidade e Sintaxe Visual; Semiótica Social e Análise Ascendente. ABSTRACT:Expanding propositions of Souza Júnior (2015c), the present paper analyses the propagation patterns of media/linguistic practices, encapsulated in selfies, which the Brazilian Electoral Justice termed a ‘forbidden act’ – whenever selfies were to be taken inside voting booths and/or posted online from there, during the 2014 Brazilian elections. Suggesting a bottom-up Linguistics and social-semiotics-oriented analysis, seeking to expand the investigative limits of a pictorial and Communication-oriented analysis presented in Shifman (2014), the paper, firstly, examined the selfie post that originated the digital event #selfienaurna (i.e. selfie in the voting booth). Secondly, the article defined that post’s initial compositional pattern in terms of: a) multimodal construction (its visual syntax); b) multimodal proposition (the purpose the purpose expressed through that picture). Then, the methodology of “propagatory analysis” (SOUZA JÚNIOR, 2014) was used to confront the initial pattern with other occurrences found in the corpus. Carrying out a “relational analysis” (SOUZA JÚNIOR, 2015a), this study investigated how the pattern that generated #selfienaurna would evolve, namely: mostly homogeneously – positioning found in Dawkins (1979, 1982); and followed by Recuero (2006) – or heterogeneously - proposition presented in Dennett (1995); and corroborated in Souza Júnior (2014, 2015a). Results showed that the propagation of #selfienaurna evolved mostly heterogeneously, regarding the items investigated. KEYWORDS: internet memes; selfie; Systemic-functional Linguistics; Multimodality and Visual Syntax; Social-semiotics and Bottom-up Analysis.

ABSTRACT In this paper, I analyze Brentano’s fourth habilitation thesis, according to which the philosophical method should be none other than the natural scientific one. The meaning of this thesis can be initially assessed through an examination of Brentano’s views on the relationship between natural and human sciences. His arguments for methodological unity in this debate show that he actually argues for an overarching idea of scientific knowledge, which is not restricted to the fields already recognized as scientific, but which can also be applied to philosophical domain. A fuller comprehension of that idea is provided by Brentano’s writings on Comte’s positivism.

We report in this paper three methodologies used to identify students' understanding levels when different kinds of research have been made. Systems of categories were built to analyze students' responses; these students were at different grades in High School. Our systems were elaborated under three perspectives: SOLO Taxonomy (BIGGS and COLLIS, 1982), Dynamic Skills Theory (FISCHER, 1980, 2006), and teacher's' views for evaluation. Although we reported two investigations, this paper aims to present three methods of qualitative analysis and to elicit criteria and procedures used to build the systems. We believe this kind of methodological issues must be discussed in educational research for improving methods, techniques and investigation parameters.

A interpretação padrão da filosofia de Hume o apresenta como um cético radical acerca das pretensões da razão em fundamentar adequadamente nosso sistema de crenças e, ao mesmo tempo, como um naturalista que procurou sustentar que nossas crenças, embora racionalmente infundadas, não podem ser abandonadas na vida comum, em função da ação de sentimentos e impulsos naturais. Este trabalho pretende mostrar que o naturalismo de Hume pode e deve ser interpretado como uma metodologia de abordagem de conceitos filosóficos (ideias e crenças, no vocabulário de Hume) que incorpora elementos irrefletidos da vida comum (como sentimentos e impulsos naturais) e atribui a tais elementos o mesmo estatuto teórico que processos abstratos como raciocínios e argumentos. Uma filosofia que legitima mecanismos não-reflexivos no tratamento de problemas filosóficos é chamada por Hume de "filosofia verdadeira". Tal espécie de filosofia é incompatível com formas radicais de ceticismo, pois mecanismos irrefletidos que originam ideias são imunes à dúvida. Para exemplificar as teses aqui defendidas e tornar minha caracterização do naturalismo mais convincente, faço uma rápida descrição, ao final do artigo, da abordagem abrangente dos agentes morais por Hume.The standard interpretion of Hume's philosophy presents him both as a radical skeptic regarding rational claims about the adequate foundation of our belief system and as a naturalist who maintained that our beliefs (though rationally ungrounded) cannot be given up in ordinary life, due to natural drives and sentiments. This paper purports to show that Hume's naturalism can and should be interpreted as a method for addessing philosophical concepts (ideas and beliefs,to use Hume's jargon) that incorporates unreflected elements ofordinary life (such as natural sentiments and drives) and assigns to them the same theoretical status that abstract processes such as reasons and arguments have. A philosophy that warrants unreflected mechanisms in the treatment of philosophical problems is what Hume calls a "true philosophy". Such philosophy is compatible with the more radical forms of skepticism, because the unreflected mechanisms that bring about ideas are imune to doubt. To ilustrate the theses put forth here and so as to render my characterization of naturalism more persuasive, I describe briefly and in broad terms at the end of the paper Hume's view of moral agency.

O texto tem como foco a história da museologia no Brasil, colocando em questão as relações entre museus e educação nos anos de 1950. Nesse sentido, procura demonstrar como a questão da relação entre museus e educação contribuiu para renovar o conceito de museus e o perfil dos profissionais de museus no Brasil. A produção intelectual é a fonte principal de pesquisa, especialmente livros e artigos em revistas publicados na época. A pesquisa ressalta a importância da organização do Conselho Internacional de Museus no Brasil, culminando com o seminário que aconteceu no Rio de Janeiro em 1958, acompanhado pelas not��cias na imprensa diária. Ao final, o trabalho procura caracterizar como o debate sobre museus e educação se renovou na década de 1980 com os conceitos de museu integral e educação patrimonial.The history of museology in Brazil is the focus of this paper, questioning the relation between museums and education in the 1950´s years. In this sense, tries to demonstrate how the debate about museums and education contributed to renovate the concept of museum and to renovate the profile of the museums professionals. The intellectual production was the main source of the research, specially books and journals, published at that time. The research highlights the importance of the organization in Brazil of the national committee of the International Council of Museums, culminating with the seminar that happened in Rio de Janeiro in 1958, followed by the diary press. At the end, the paper characterizes how the debate about museums and education was renovated in the 1980´s with the new concepts of integral museums and heritage education.

In this paper, I discuss historical moments in which the perspective of inquiry Education was debated by Science Education and Education researchers. I have investigated John Dewey¿s papers in the beginning of the 20th century that proposes the inquiry perspective at school, using the scientific method. I have investigated the curriculum reforms on the Science Education in Brazil during the decades of 1950- 1960 in which the didactic material recommended the scientific inquiry. And at last, I investigated a recovering of the inquiry perspective in the end of the 20th century, influenced by discussions about the nature of Science and the relations between Science and Society in Science Education. I point out that the bases of the inquiry perspectives in Science Education are intimately connected to the conceptions of Science in discussion at each historical moment.

This paper is the result of a qualitative research based on review of the literature, and discusses, from reflections on the development of science and concepts of ethics, directions for teacher formation and their role in contemporary school. The paper, based on notes about science and ethics, brings to discussion the role of school on the formation of individuals, as a producer and inserted within a technological society hampered by ethical discussions. The analysis indicated the need to incorporate ethics into the processes of science structuring and teacher formation with greater intensity, which is a way to increase its presence in everyday school life.

This paper presents a historical discussion about the use of investigative activities in science teaching, and the different approaches of this teaching methodology according to several authors. The inquiry activities have distinct denominations in the literature, inquiry, teaching through investigation, teaching through projects, among others. The authors agree that this teaching approach allows students to develop several cognitive skills and understand the nature of science, in addition to learning concepts and procedures. The paper highlights the aspects discussed by several authors when addressing investigative activities, and also the non-conclusive character of the approach.

Nowadays, video games are one of the most influential media from an economic and sociocultural point of view. Therefore, it is important to have tools to analyze such texts and the meanings and discourses they potentially convey. Based on the social-semiotic approach, this paper proposes a set of analytical categories to study the visual construction of 2D (two-dimensional) games. Although the 2D paradigm is no longer prevalent in video games — 3D (three-dimensional) games became gradually common as early as 1995 with the introduction of the Sony PlayStation — it is still used in several current titles. Furthermore, social-semiotic works on video games are still not numerous; therefore, a focused study that systematizes methodological categories for the analysis of video games is a relevant step towards understanding the semiotic constitution of these artifacts. The present study focuses on Marvel Super Heroes in War of the Gems for the Super Nintendo (CAPCOM, 1996). By applying the categories presented here on the Brazilian stage of the game, this article suggests ways to analyze the visual mode of video games, taking into account their multimodal nature and discursive potential.

The presence of technologies in all areas and stages of life increases the risk of addiction to devices, networks, and the use of various programmes. Excessive use of devices and technologies during childhood and adolescence has negative effects on neurodevelopment and causes emotional disorders related to anxiety, stress, and depression. These disorders can be associated with the development of other addictions (alcohol, psychoactive substances) or other situations of risk of social exclusion such as bullying, among others. In our study of the risk of social exclusion in adolescents (ÁVALOS, 2022) we have applied a complete diagnostic battery to 25 subjects of both sexes between 12 and 17 years of age focusing on six dimensions of risk: anxiety and depression, alcohol and other substance abuse, bullying, addiction to technologies, gender violence and risk behaviour in love and sexual relationships, and difficult family situation. The aim of this paper is to present and analyse the correlations found between each of the first three dimensions, and the technology addiction dimension as a predictor of other risk factors for social exclusion. The data show that addiction to video games, in particular, is related to high levels of depression, while addiction to any of the technologies studied (mobile, internet and video games) is significantly related to being a victim of bullying.

De um modo geral, a história da "imigraçãopor -colonização" no século XIX, objeto histórico presente na historiografia brasileira e nas histórias regionais, é predominantemente narrada de acordo com as coordenadas ideológicas hegemônicas da sociedade moderna: civilização, progresso, evolução e trabalho. Dentro deste quadro conceitual, a natureza é vista e representada como um mero recurso natural que deve ser "naturalmente" explorado e manipulado pela sociedade humana. Este artigo aborda a história e o conhecimento histórico sobre a experiência da colonização em Santa Catarina, principalmente em relação às principais colônias fundadas na segunda metade do século XIX. Problematiza-se a relação culturapor -natureza instituída no processo colonizador e a concepção de natureza contida no conhecimento histórico da colonização; observam-se fontes documentais (Relatórios da Província, Relatórios das Colônias) e historiográficas na perspectiva da História Ambiental; e procura-se demonstrar que o modo de ver e explicar a "evolução histórica" da colonização estimula e legitima a destruição e a domesticação do mundo natural tanto quanto dos povos indígenas, em particular a Mata Atlântica e os índios Xokleng.Generally speaking, the 19th century history of "immigration-colonization", object of the Brazilian historiography and the local historical studies, is mainly narrated from the perspective of the modern society ideological, hegemonic coordinates: civilization, progress, evolution, and work. From this conceptual viewpoint, nature is represented as a mere natural resource that must be exploited and handled by the human society. This paper deals with history and the historical knowledge about the colonization process in Santa Catarina state, mainly in relation to the first colonies settled in the second half of the 19th century. It questions the relationship between culture and nature instituted in the colonization process and the concept of nature present in the historical accounts of the colonies; documental and historiographic sources are observed (Province Reports and Colonies Reports) from the perspective of environmental history. The paper also demonstrates that as the historical evolution of the colonization is traditionally seen and explained it stimulates and legitimates the destruction and domestication of the natural world as well as the native people, particularly the Atlantic Forest and the Xokleng people.

O enfoque desse artigo é a maneira como os medievalistas hoje se relacionam com seus documentos na prática cotidiana do seu ofício e, mais particularmente, os desafios e as dificuldades enfrentadas, em particular, por aqueles interessados em temáticas interdisciplinares relacionadas à história social da medicina do período. Assim, propõe a reflexão sobre os procedimentos metodológicos, a partir do alargamento da noção de campo documental, incorporando todos os vestígios e testemunhos disponíveis das experiências sociais humanas em diversos tempos e espaços. Discute ainda os acervos e os grandes projetos de digitalização de documentos medievais e de obras de referências e o impacto sobre o trabalho dos medievalistas deste lado do Atlântico. No interior dessa prática aparece o paralelo refinamento das questões e dos métodos da crítica documental.The focus of this paper is the way medievalists have relations to the documents in the daily practice of their métier and, particularly, the challenges and the difficulties faced, especially, by those interested in interdisciplinary researches related to the social history of medicine of the period. Thus, this paper proposes the thinking concerning the methodological procedures, upon extension of the notion of documentary field, incorporating all available evidences and traces of human social experiences at different times and spaces. It also discusses the collections and the large digitization projects of medieval documents and reference works and the impact on the work of medievalists from this side of the Atlantic. Within this practice appears the parallel refinement of the issues and methods of documental criticism.

This paper discusses the capital role that friendship plays in moral self-knowledge within Aristotelian Ethics. It focuses on the different ways in which a friend may shed light on the understanding of our behavior. Great attention is paid to the accounts of certain commentators (especially, of Richard Kraut and Anthony Kenny) on this subject. The paper tries to provide a conciliatory interpretation between views on self-knowledge that are, only in appearance, irreconcilable.Este artigo discute o papel fundamental desempenhado pela amizade no processo de autoconhecimento moral dentro da Ética aristotélica. Ele se concentra nas diferentes vias pelas quais um amigo pode esclarecer o processo de compreensão do nosso comportamento. Dedicamos grande atenção às abordagens de alguns comentadores acerca deste tema, especialmente a de Richard Kraut e Anthony Kenny. O artigo procura propor uma interpretação conciliadora entre abordagens sobre o autoconhecimento que são, apenas aparentemente, incompatíveis.

O artigo trata da presença de St. Agostinho no pensamento heideggeriano. Agostinho não representa apenas uma fonte importante para a formação do jovem Heidegger (junto com a fenomenologia de Husserl e a filosofia aristotélica), mas também uma tendência fundamental, algumas vezes tácita, que Heidegger procura absorver e metabolizar em seu próprio pensamento. A interpretação das Confissões - em particular as leituras sobre memoria e temptatio no livro X e sobre o tempo no livro XI, realizadas durante o curso sobre Agostinho e o Neoplatonismo - é a oportunidade que tem Heidegger para tomar algumas decisões teóricas básicas. O homem é um "ser-aí" histórico e temporal que levanta a questão do ser, porque ele é em si mesmo esta própria questão. Enquanto para St. Agostinho o homem é o ente que pergunta diante de um Tu, no pensamento de Heidegger, a questão do homem - a pergunta que é o homem - é entregue ao "nada", porque o mistério de ser não pode mais se manifestar como uma presença. A possibilidade de uma confissão, entendida como um diálogo dramático entre o "Eu" e a presença do ser, torna-se para Heidegger o sinal de finitude do "ser-aí" e de impossibilidade do próprio ser. O objetivo deste artigo é mostrar a atenção de Heidegger (em alguns cursos e ensaios escritos no início dos anos vinte) em "salvar" a descoberta agostiniana de inquietudo, interpretando-a a partir da noção aristotélica de physis - o ente que traz consigo o princípio do movimento - como uma cinética autorreferencial da vida.The paper deals with Augustine's presence in Heidegger's thought. Indeed, Augustine is not only the main source for the young Heidegger's training (together with Husserl's phenomenology and Aristotle's philosophy), but is also the fundamental inclination, sometimes hidden, that Heidegger tries to absorb and metabolize in his own thought. The Confessions' interpretation - in particular the reading of book X on memoria and temptatio and book XI on time faced during the Lectures on Augustin and Neoplatonism - is the chance Heidegger has to make some basic theoretical decisions. Human being is nothing but an historical and temporal being-there who raises the question of being because he is in himself that question. While for Augustine the question is raised before a You, in Heidegger's thought the question of human being - i.e. the question that human being is - is handed over to "nothing", because the mystery of being can never become a presence. The possibility of a confession, as a dramatic dialogue between the I and the presence of being, becomes for Heidegger the sign of the finitude of the being-there and the impossibility of being in itself. The aim of the paper is to show Heidegger's attempt (in some lectures and articles wrote during the early Twenties) to "save" Augustine's discovery of inquietudo interpreting it on the ground of Aristotle's physis - i.e. that being which has within itself the principle of the movement - as a self-referential kinetics of life.