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This paper presents results of the mapping of the investigations in the academic field of Parana’s educational policy, carried out from the analysis of students’ productions in the Graduate Programs in Education (called Programas de Pós-Graduação em Educação - PPGEs) in the State of Parana (Brazil). The categorization of production in the period 2010-2012, focused on educational policy, was performed through the study of epistemological issues presented in theses and dissertations, to understand how the academic field of educational policy has been constituted in Parana. Social mapping was used as a methodology, which has its bases composed by epistemological pluralism, and uses textual analysis and construction of maps. In the analyzed sample, most works omitted the theoretical references in their summaries, and highlighted the methodology in their technical scope. The map built about the research epistemology in educational policy in the PPGEs of Parana indicates spaces occupied by different conceptions, with great emphasis on dialectical and historical materialism. On the one hand this points to the tradition of excellence of the Marxist method; but on the other hand it may indicate a production in which the political position overrides the research methodology.

Tendo em vista o amplo debate que divide a opinião de pesquisadores hoje no Brasil em torno da complexa questão do “ensino religioso” na escola pública, este artigo busca situar o tema na perspectiva das ciências da religião. Busca-se apontar a possibilidade de um aporte singular desse novo campo disciplinar no “ensino do religioso”. Sem cair num proselitismo problemático, busca-se mostrar a pertinência e plausibilidade de uma reflexão que favoreça a aproximação e o conhecimento por parte dos alunos das distintas manifestações do fenômeno religioso, bem como das plurais opções espirituais em curso no cenário mundial. Trata-se de uma aproximação que vem enriquecida com a dinâmica transversal e multidisciplinar das ciências da religião, movida também por uma distinta sensibilidade ao mundo do outro e da perspectiva dialogal, de forma a superar a dinâmica das afirmações identitárias e a buscar com sinceridade e abertura, o respeito e o aprendizado diante do patrimônio religioso do outro. Palavras-chave: Educação. Ensino Religioso. Ciências da Religião. Pluralismo. Abstract Taking into account the wider debate that involves opposing views of researchers in Brazil on the complex issue of religious education at public schools, this essay situates this thematic from the standpoint of sciences of religion. This article reflects on the possibility of a singular approach to this new problematic concerning the “religious education” in public schools. It is necessary to show the possibility of a reflection that helps students to learn about different manifestations of religious phenomenon, as well as the plurality of religious spiritual experiences nowadays available, without falling in a questionable proselytise. This experience can be enriched by transversal and multidisciplinary approaches in sciences of religion. This means to take a dialogic perspective with a special sensibility to the others’ worldview in such a way that allows us to overcome the tendency to affirm one’s own identity rather than the identity of the other. In this way, we are sincerely open to respect the religious experience of the other.Keywords: Education. Religious Education. Sciences of Religion. Pluralism.

The author critiques the political project known as “21st century socialism”, developed by Venezuelan president Hugo Chavez, from a Liberal perspective of moral pluralism (which should not be confused with neoliberalism). In opposition to such liberal ideas, totalizing utopias, such as Chavez’s socialism, do not acknowledge the nature of critical rationality, and therefore end up imposing on society as a whole a substantive idea of the good life that does not recognize individual autonomy and moral pluralism.

In this essay, I present a new argument for the impossibility of defining truth by specifying the underlying structural property all and only true propositions have in common The set of considerations I use to support this claim take as that inspiration Alston's recent argument that it is impossible to define truth epistemically—in terms of justification or warrant According to what Alston calls the “intensional argument”, epistemic definitions are inconsistent with the T schema or the principle that it is true that p if, and only if, p. Since the T-schema has great intuitive appeal, this is a powerful indictment of epistemic theories. But the basic argument that Alston employs, and the constellation of considerations which prosecute that argument, work against a much broader range of views than he considers While this implies that a traditional conceptual analysts of truth may be impossible, it opens the door to a pluralist approach to truth

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Abstract Responsibility to Protect (R2P) brought about new challenges for research on norms in International Relations, mainly due to the actions of emerging powers. These states have exhibited complex behaviour towards norms. Rather than classifying them as simple norm-rejecters or norm-takers, current literature on norms in International Relations has classified them as norm-shapers. In their behaviour, emerging powers seek to shape the norm from various angles. In this sense, the need arises to theoretically frame these types of engagement. This essay aims to analyse the action of normative shapers through the lens of the English School of International Relations, combined with constructivism. After presenting the norm-shapers and characterising them theoretically, a new concept is introduced, called pluralist norm-shapers.