Coeducación implica replantear todo el proceso de enseñanza-aprendizaje, y requiere un marco concreto de aplicación y evaluación. Contamos con desarrollo normativo, recursos y materiales en la materia, sin embargo, la escuela sigue reproduciendo sexismos. La Didáctica de las Ciencias Sociales incluye las competencias, saberes y estrategias óptimas para la coeducación; además, la etapa de Educación Infantil es clave en el proceso de socialización sin sesgos de género. Por todo lo expuesto, en esta investigación se analiza el Real Decreto 95/2022, de (...) 1 de febrero, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Infantil, para identificar en qué medida la actual reforma educativa, basada en el aprendizaje competencial, garantiza una práctica escolar libre de sexismos. Se concluye con las siete competencias coeducativas básicas desde las que seguir desarrollando el marco. (shrink)

El presente artículo tiene como objetivo fundamental explorar la posibilidad de un currículum de la Herstory del Arte, entendiendo por ésta, la visibilidad de las biografías y las contribuciones artísticas de las mujeres. Así pues, por un lado, este estudio aborda cómo deconstruir el currículum oculto, a través de una propuesta de currículum postmoderno que incorpore las her/stories del Arte. Por otro lado, se lleva a cabo un análisis cuantitativo de la presencia o ausencia de las mujeres artistas en el (...) currículum de las materias de Historia del Arte de las diferentes legislaciones españolas hasta desembocar en un estudio basado en el análisis crítico del discurso feminista del currículum de Fundamentos del Arte I y II de bachillerato. (shrink)

The goal of this paper is to review and critically discuss the philosophical aspects of probabilistic seismic hazard analysis (PSHA). Given that estimates of seismic hazard are typically riddled with uncertainty, diferent epistemic values (related to the pursuit of scientifc knowledge) compete in the selection of seismic hazard models, in a context infuenced by non-epistemic values (related to practical goals and aims) as well. We frst distinguish between the diferent types of uncertainty in PSHA. We claim that epistemic and nonepistemic (...) considerations are closely related in the selection of the appropriate estimate of seismic hazard by the experts. Finally, we argue that the division of scientifc responsibility among the experts can lead to responsibility gaps. This raises a problem for the ownership of the results (“no one’s model” problem) similar to the “problem of many hands” in the ethics of technology. We conclude with a plea for a close collaboration between philosophy and engineering. (shrink)

The aim of this paper is to clarify under what conditions a philosophical problem arises. I will describe two ways in which we might perceive a question as a problem. First, when we fnd ourselves inclined to believe in propositions that appear incompatible with each other. Second, when we fnd ourselves inclined to believe in propositions that seem incompatible with our desires. I will discuss both of these cases and articulate a didactic strategy – the Clash Strategy – which can (...) be used in order to plan and facilitate dialogic inquiry in the classroom. This strategy suggests introducing stimuli that will help students appreciate the clash that drives the philosophical question to be explored during the dialogue. In summary, this paper aims to ofer insights to all teachers interested in promoting dialogic inquiry, whether philosophical or otherwise, in education. (shrink)

This book discusses Aristotle’s notions of essence and substance as they are developed in Metaphysics ZH. I examine Aristotle's argument at length and defends an unorthodox interpretation according to which his motivation is to provide an answer against a conflation between criteria for existential priority (delivering substances as primary beings) and criteria for explanatory priority (delivering essences as primary principles).

Para uma crítica da objetividade no monitoramento da qualidade da educação básica no Brasil Resumo: O objetivo deste texto analisar criticamente os aspectos da política de monitoramento da qualidade da educação básica no Brasil que se orientam por uma suposta possibilidade de controle científico/objetivo da qualidade do ensino. Trata-se de uma discussão de base bibliográfica. Por meio da abordagem de algumas concepções e consequências dessas políticas, discute-se a cientificidade alegada pela política de monitoramento da qualidade da educação como categoria ideológica. (...) Por fim, evidencia-se a possibilidade de as medidas adotadas na política educacional desviarem o foco do enfrentamento real das desigualdades educacionais, convertendo-se em mera gestão de dados do fracasso escolar. Palavras-chave: Monitoramento; Qualidade da educação; Ciência; Ideologia. For a review of objectivity in quality monitoring of basic education in Brazil Abstract: The purpose of this text is to analyze critically the aspects of the policy for quality monitoring of basic education in Brazil, which is guided by a supposed possibility of scientific control/objective of the quality of education. This is a bibliographical discussion. By approaching some conceptions and consequences of these policies, we discuss a scientificity alleged by the policy of monitoring the quality of education as an ideological category. Finally, the evidence can be adopted as measures adopted in deviated educational policy or in the real focus of facing educational inequalities, becoming the management of school education data. Keywords: Monitoring; Quality of education; Science; Ideology. Para una revisión de la objetividad en el monitoreo de la calidad de la educación básica en Brasil Resumen: El objetivo de este texto es analizar críticamente los aspectos de la política de monitoreo de la calidad de la educación básica en Brasil, que se guía por una supuesta posibilidad de control científico / objetivo de la calidad de la educación. Esta es una discusión bibliográfica. Al abordar algunas concepciones y consecuencias de estas políticas, discutimos una cientificidad alegada por la política de monitoreo de la calidad de la educación como categoría ideológica. Finalmente, la evidencia se puede adoptar como medidas adoptadas en una política educativa desviada o en el enfoque real de enfrentar las desigualdades educativas, convirtiéndose en el manejo de los datos de educación escolar. Palabras clave: Monitoreo; Calidad de la educación; Ciencia; Ideología. Data de registro: 27/12/2019 Data de aceite: 22/09/2021. (shrink)

Se investiga el valor fundamental del constructivismo para el proceso educativo y se establecen conclusiones valiosas al respecto. Se analizan ideas claves de J. Dewey, L. Vigotsky y H. Maturana sobre educación, para concluir con una consideración positiva del constructivismo como proyecto pedagógico consciente y realista respecto al valor del ser humano, y de las necesidades y desafíos que las personas tienen en la actual realidad social. The article explores the fundamental values of constructivism for the educational process and draws (...) conclusions in that respect. It analyzes the key ideas of J. Dewey, L. Vigotsky, and H. Maturana regarding education and closes with a positive evaluation of constructivism as a conscious and realistic pedagogical project with respect to the value of human beings and the needs and challenges people face in contemporary social reality. (shrink)

This paper is on the meaning of egalitarian relationships within democratic spaces. But it is more of an exploratory work than analytical. I propose that we rethink the way we understand democratic relationships and suggest that the notion of human visibility is much more critical for designing our social institutions than are principles of organizing equal participation. -/- By distinguishing between conditions of public order and conditions of public visibility, I hope to show that the problem of democratic stability (and (...) of designing democratic spaces) is not simply a problem of organizing citizens in egalitarian relationships but is first and foremost a problem of public visibility and perception - of first recognizing who is in the public spaces wherein we organize egalitarian relationships. -/- Through the use of theater as metaphor I will try to show that democratic space is best understood as first providing conditions for vivid appearances of citizens to one another, and only then providing conditions for proper performances of citizens in their public relationships. In designing democratic institutions democratic theorists need to pay more attention to those conditions under which humans appear to one another in our public institutions before we concern ourselves with how to regulate human appearances within those institutions. (shrink)

The aim of this study was to explore the note-taking experiences of university students using paper-based and paperless resources. By means of a hermeneutic phenomenological approach, the note-taking experiences of 18 students from an international program at a university in Belgium were examined throughout a semester. In order to document these students’ practices with paper-based and paperless resources, four data collection methods were used: in-depth interviews observations focus group discussions and document analysis of students’ lecture notes. The results showed that (...) students experience note-taking as a complex phenomenon in which lived body, lived human relations, lived space and lived time come into play, and in which they try to find a balance between multiple engagements, between autonomy and authority, between attention and distraction, and between being original and mirroring others. This struggle for balance occurs irrespective of which medium they choose to use. These results provide an in-depth view of the phenomenon, and also highlight the complexity of the note-taking experience. (shrink)

The recent resurgence of extreme-right movements and the nationalist turn of many governments across the world have reignited the relevance of discussions within educational philosophy about the teaching of national identity in schools. However, the conceptualisation of national identity in previous iterations of these debates have been largely Western and Eurocentric, making the past theoretical literature about these questions less relevant for post-colonial settings. In this paper, I imagine a new approach for teaching national identity in post-colonial contexts, founded on (...) postcolonial conceptions of identity and in particular, the concept of hybridity. I first develop a postcolonial account of national identity by drawing on Homi Bhabha’s thinking about cultural identity, drawing on his concepts of liminality, splitting, and ambivalence. Then, building on Bhabha's notion of hybridity, I propose a distinction between national identity portrayals as either fixed or malleable. Finally, I demonstrate the implications of such a conceptual distinction on the way that national identity is taught in post-colonial schools; by way of an example, I envision a concrete approach to teaching national identity that views national identity as malleable rather than fixed, set in a hypothetical postcolonial school in the Philippines. By beginning from postcolonial assumptions about national identity, I hope to indicate new directions that the debates about the teaching of national identity in schools might proceed. (shrink)

Translation of Aristotle's Physics I-II into Portuguese, with commentaries. Tradução para o português dos livros I e II da Física de Aristóteles, com comentários.

This is an introductory handbook for some of the main themes around the notion of predication in Aristotle. It does not aim at being exhaustive, but only sketches some important lines about the subject; it contains an introductory essay, besides the translation (into Portuguese) and commentary of basic texts (such as Posterior Analytics I-22, Categories 1-5, Interpretation 1-6 etc.).

The recent resurgence of extreme-right movements and the nationalist turn of many governments across the world have reignited the relevance of discussions within educational philosophy about the teaching of national identity in schools. However, the conceptualisation of national identity in previous iterations of these debates have been largely Western and Eurocentric, making the past theoretical literature about these questions less relevant for post-colonial settings. In this paper, I imagine a new approach for teaching national identity in post- colonial contexts, founded (...) on postcolonial conceptions of identity and in particular, the concept of hybridity. I first develop a postcolonial account of national identity by drawing on Homi Bhabha’s thinking about cultural identity, drawing on his concepts of liminality, splitting, and ambivalence. Then, building on Bhabha’s notion of hybridity, I propose a distinction between national identity portrayals as either fixed or malleable. Finally, I demonstrate the implications of such a conceptual distinction on the way that national identity is taught in post-colonial schools; by way of an example, I envision a concrete approach to teaching national identity that views national identity as malleable rather than fixed, set in a hypothetical postcolonial school in the Philippines. By beginning from postcolonial assumptions about national identity, I hope to indicate new directions that the debates about the teaching of national identity in schools might proceed. (shrink)

Among the extra-physical aspects of team sports, the ways in which players talk to each other are among the more colorful but understudied dimensions of competition. To contribute an empirical basis for examining the nature of “trash talk,” we present the results of a study of 291 varsity athletes who compete in the top division among US universities. Based on a preliminary review of trash-talk topics among student-athletes, we asked participants to indicate the frequency with which they have communicated or (...) heard others talk about opposing players’ athleticism, playing ability, physical appearance, boyfriends, girlfriends, sexual behavior, parents, and home institution during competitions. Our three main findings are: Trash-talking is most commonly about the proximately important topic of playing ability while ultimately relevant topics such as physical appearance also appear to be common; Men appear to trash-talk significantly more than women, and consistently across topics; and contact sports such as football, hockey, lacrosse, and wrestling are associated with trash talk significantly more than other sports. We also examined whether the anonymity provided by face-masked helmets in “combat sports” was associated with more trash talk than contact sports played without a helmet and found no consistent association with face masks. Our findings highlight the ways in which competitors in physical sporting contests attempt to use language—often in ways that focus on players’ kin or reproductive interests—in pursuit of victory while establishing a baseline for future research into trash-talking. (shrink)

Translation of Aristotle's Posterior Analytics I into Portuguese, with a few notes, experimental glossary and introduction. The translation, which was made at 2003/4, was preliminary and its publication was intended to provide a didactic tool for courses as well as a provisional resource in research seminars. It needs some revision. I am currently working (slowly...) on the revision of the translation and a new revised one will surely appear at some point.

To build cultures of peace, one must often lay aside the "expert" label and become a student in the world who is willing to learn from other cultures in pursuit of peace. To set up an intercultural dialogue on this topic, the Committee for the Psychological Study of Peace, in conjunction with the University for Peace and the Institute for Psychological Research of the University of Costa Rica, sponsored the 6th International Symposium on the Contribution of Psychology to Peace. This (...) special issue extends the dialogue which began at the Symposium. Aiming to help define the role and contributions of psychologists in building cultures of peace, the articles in this issue address: *topics relating to human rights; *how psychologists can contribute to democratization; *how psychology has much to say on the causes and dynamics of intolerance and the processes of building tolerance in the context of intergroup relations; *how psychology can contribute to understanding and fostering nonviolence; *how cultures of peace will not be possible without a concerted effort to bring about global environmental security and that our failure to restore environmental health is fundamentally a psychological problem; and *psychologically informed policies for the promotion of cultures of peace, including the importance of gender equity. (shrink)

This discussion brings together five economists who address the major questions raised by the recent developments in the crisis of neoliberalism. The participants confront their respective definitions of neoliberalism, their understanding of the role played by financial mechanisms in the crisis and their interpretation of the crisis of sovereign debts. They discuss the implications of the crisis for the forces of the left, examining the consequences of the current weakening of the prior American hegemony : does it point to a (...) bipolar or a multipolar world, a period during which regional evolutions will have a degree of relative autonomy, some of which might define the outlines of the alternatives to neoliberalism? (shrink)

Translation of Aristotle's Metaphysics IV and VI, with notes. The translation is preliminary and intended as a provisional teaching tool to be also used in seminars and discussions with peers in order to reach a more elaborated version.

This book uses mathematical models of language to explain why there are certain gaps in language: things that we might expect to be able to say but can't. For instance, why can we say I ran for five minutes but not *I ran to the store for five minutes? Why is five pounds of books acceptable, but *five pounds of book not acceptable? What prevents us from saying *sixty degrees of water to express the temperature of the water in a (...) swimming pool when sixty inches of water can express its depth? And why can we not say *all the ants in my kitchen are numerous? The constraints on these constructions involve concepts that are generally studied separately: aspect, plural and mass reference, measurement, and distributivity. In this book, Lucas Champollion provides a unified perspective on these domains, connects them formally within the framework of algebraic semantics and mereology, and uses this connection to transfer insights across unrelated bodies of literature and formulate a single constraint that explains each of the judgments above. (shrink)

This note reproduces a brief article by Thomas Nixon Carver, a leading Progressive Era American economist on what was then called the ‘Negro Question’. This virtually unknown piece represents a striking in-stance of blaming the victim for her/his condition which is to be found in the economic literature of the period.

This paper explores the meaning of ‘decolonization’ in relation to the school curriculum and the role of the philosopher of education in this task. Taking the Philippines as an example, this paper illustrates how coloniality has underpinned not only school curricula, but also entire systems of formal education in the post-colony. Following from this, it argues that decolonization in education must transcend the diversification of curricula and aim at a broader vision of justice. Drawing from the author’s own attempts to (...) reimagine the teaching of national identity, the paper proposes that philosophers of education who wish to participate in the work of decoloniality view their contribution as the three-fold task of historical critique, conceptual retrieval, and creative reimagination. (shrink)

En su libro The Cinematic Footprint (2012), la teórica de los estudios sobre el cine Nadia Bozak propone un análisis de la producción cinematográfica basado en su relación con los consumos y los recursos naturales de los que ésta depende. Desde este punto de vista, este artículo parte de tres escenas de la filmografía del realizador ruso Andrei Tarkovsky para examinar, desde las condiciones materiales de su producción, un campo de interacciones entre imagen y transformación del paisaje más allá de (...) la representación. El trabajo de Tarkovsky es entonces analizado en este texto desde el marco de las relaciones trabadas a lo largo del siglo XX entre imagen, extractivismo y crecimiento vegetal. En particular, los planos examinados son puestos en relación con programas de colonización agraria, agricultura de precisión y técnicas de reforestación como el bombardeo de semillas. El contraste entre la naturaleza extractivista de la mediación por la imagen en estos casos y el carácter de "práctica de cine vegetal" con el que ha sido descrito el cine de Tarkovsky (Uhlin 2015) invitan a rearticular la diferencia entre imagen y crecimiento vegetal en términos de los llamados "medios elementales" introducidos durante la última década en el ámbito de la teoría de los medios. (shrink)

In this monograph we contrast two prominent models of education, Competence-Based Education (CBE), more recent and currently dominant in most school systems of the world, and Bildung-Oriented Education (BOE), once the basis of school systems of Northern Europe. CBE interprets learning as the acquisition of clearly definable and allegedly measurable competences, and is supported by supranational organisations, such as the OECD, which approach education from the perspective of the human capital theory. BOE instead characterises learning holistically as aimed at the (...) progressive articulation of a meaningful ‘big picture’ in the student’s mind. Emerged in Northern Europe under the influence of the ideals of the Enlightenment and Neo-Humanism of individual and collective autonomy and responsibility, BOE was subsequently enriched with a hermeneutical approach to teaching and socio-political objectives of emancipation and solidarity originating within Critical Theory. We argue that, in spite of its celebrated ‘scientificity’, CBE is internally incoherent and unreliable, contributes to structural forms of oppression and injustice, fosters social pathologies, and fails to provide students with the kind of intellectual autonomy they need as both human beings and citizens of our complex post-industrial societies. We also defend BOE from objections made by critical theorists, poststructuralists and postcolonial thinkers, and argue that it is a coherent and flexible model of education that endows students with autonomy and responsibility, and can help heal social pathologies. (shrink)

Translation of Aristotle's Posterior Analytics II into Portuguese, with a few notes, experimental glossary and introduction. The translation, which was made at 2002 (with a new printing in 2004), was preliminary and its publication was intended to provide a didactic tool for courses as well as a provisional resource in research seminars. It needs some revision. I am currently working (slowly...) on the revision of the translation and a new revised one will surely appear at some point.

Translation of Aristotle's Metaphysics I-III into Portuguese, with a few notes and introduction. The translation, which was made at 2007, is preliminary and its publication was intended to provide a didactic tool for courses as well as a provisional resource in research seminars. It needs some revision. I am currently working (slowly...) on the revision of the translation and a new revised one will surely appear at some point.

Uno de los acontecimientos más importantes en las sociedades contemporáneas es la emergencia y consolidación de nuevas elites cuya importancia en la dirección de asuntos nacionales e internacionales va en constante aumento. La fuerza que tiene cada una de estas elites depende directamente del impacto creciente de los conocimientos de alto nivel en casi todo el quehacer social, y de la fusión de estos conocimientos con el poder político (Gyarmati 1984: 17). Los conocimientos científicos y tecnológicos que orientan el destino (...) de las sociedades contemporáneas se adquieren sólo tras largos años de estudios formales, de naturaleza compleja y en instituciones especializadas. Bajo esa premisa, este artículo realiza un recorrido histórico por los procesos de construcción, consolidación y transformación de los saberes y haceres modernos. (shrink)

Antonio Caso.--José Vasconcelos.--Samuel Ramos.--Leopoldo Zea.--La filosofía de lo mexicano.

Tradução preliminar em pré-print. A Tradução definitiva é a de 2009.