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In this paper, I analyze John Dewey's concept of philosophy, in relation with its specificity within the pragmatic philosophical tradition. For this, I will approach the problem of the reconstruction of philosophy as Dewey presents in his work Reconstruction in Philosophy (1920), a work in which he completely and explicitly exposes his concept of and what he believes to be the role of philosophy. In particular, I will characterize Dewey's concept of philosophy from his critique to what he think to be the problems of modern or traditional philosophies. From this point of view, I will examine Dewey's use of his postulate of immediate empiricism as a philosophical methodology to avoid the alleged misconceptions of past philosophies and to develop a philosophy of concrete experience.

The notion of 'epistemic community' is crucial for the characterization of observability, a cornerstone for Bas van Fraassen's constructive empiricism. As a matter of fact, 'observable' is, to him, a short for 'observable-by-us'. In this work, it will be shown that the alleged rigidity of the author of 'The Scientific Image', apparently not very keen to admitting changes in the epistemic community (constituted - according to him - by the human race), is actually an assumption of modesty and good judgment; it means recognizing that scientific enterprise is just a human activity, among many others.

In his last book (2008), Bas van Fraassen, the originator of constructive empiricism, put forward a table containing a categorization of images. His aim, however, was to discuss the reality of what they represent and not addressing the issue of images per se. One of the consequences is that it remained an open question what 'public hallucinations' - reflections in the water, rainbows and the like - are. In this paper it will be defended that only images in the relevant (representational) sense should be considered as such. For this and other reasons, van Fraassen's diagram should be amended. Moreover, as Physics teaches us, the class of the so-called 'images' that are actually objects is wider than van Fraassen reckons. The set of the observable objects do not contain only concrete things, but goes beyond what 'common sense realism' suggests. In addition to rocks, oceans and bycycles, we can also see rainbows, reflections in the water and the like.

In this essay we highlight some elements of the Diltheyan philosophical horizon to think about education. Dilthey is inserted in the territory of education, via pedagogy, because he considered that philosophy represents a theoretical instrument that serves as a guide for the social action of man or, in other words, for pedagogical activity. According to our perspective, education is the main objective of philosophy, since human formation has culmination in philosophizing and this is an effect of that, in addition, Diltheyana philosophy makes its reflection on pedagogy and its possible scientificity, having as context the confrontation with the positivism of the nineteenth century and the foundation of the sciences of the spirit as opposed to those of nature. It is in this sense that the problem of historical consciousness - and its finitude - articulates the autonomy of pedagogy, without the influence of scientific empiricism and the demands of traditional pedagogy.

O texto faz um primeiro apanhado sistemático dos grupos que, ligados ao GT Currículo da ANPEd, vêm trabalhando no campo dos Estudos de Currículo em várias universidades brasileiras e como tais grupos estão significando e usando as expressões moderno, modernidade, pós-moderno etc. Inicia-se com um quadro sinóptico das contribuições enviadas pelos grupos, passando a uma breve análise das relações entre modernidade, pós-modernidade e pós-estruturalismo; discute-se o lugar que é conferido ao real, quando se assume uma perspectiva que reconhece a centralidade dos discursos; discutem-se brevemente as relações entre teoria e empiria.

Starting from the precept that emotions need to be directed to real objects, or at least believed to be real, the paradox of fiction points to the irrationality of emotions stemming from fictional narratives. Since different methodologies meet this dilemma and have been dealing with its solution since its identification, a possible solution would be to associate findings and theories of different currents in the search for a more complete solution of the problem. By proposing the naturalization of phenomenology as an aid in the formulation of an elucidation, this article investigates naturalization not as a substitution of cognitive theories in phenomenology, but as a collaboration between areas that approach identical problems in different ways and may facilitate a resolution of the paradox. As a result of the approximation between investigations by subjectivity and empiricism, an opportunity for experiment design is identified that intends to broaden the knowledge needed to solve the paradox.

The connection between art and sublime, at first sight, sounds like a certainty, but throughout the 18th century some theories separated this category from the several art forms. Those were the decades in which the matters on the sublime were notably fruitful, times where not only the sublime earns its title as an aesthetic category, but also outstandingly takes part on the epistemological debates at the time where the term Aesthetics were just recently coined. It is in this scenery that some thinkers were especially worried about the natural sublime only. This article intends to show the path travelled by this concept from the 1st century, with Longinus' literature treaty Peri Hypsos, translated by Boileau-Despréaux as Du Sublime to its reception by the English in 1689. From that reception on, the text goes through philosophers such as Joseph Addison, Edmund Burke and Immanuel Kant, who developed the natural sublime theory, arriving to the reinsertion of the tragedy in this category by Friedrich Schiller. Thus, what we call here "the cycle of the natural sublime", which originated in literary production and moved away from it with the Empiricism and the Transcendental Idealism, comes back again within the sphere of literature in the German poet's work.

The text presents partial results of an investigation on Physical Education (PE) curricula at the Physical Education and Sports Center of Federal University of Espírito Santo, aiming at presenting some elements for constructing the concepts of presences and emphases in curriculum analysis on the health theme in PE courses. Research data were obtained from curricular documents of both bachelor's degree courses and professional degree in education courses, in addition to interviews with 10 professors, professors' curricula vitae, documents from civil service exams for the health area and the monitoring of four subjects during a semester. Two movements are presented: in the first, a conceptualization of presences and emphases based on Giddens's structuring theory and on Cunha's concept of political-epistemological orientation; in the second, the analysis of empiricism, which indicated five presences and two emphases on the health theme in the professional education curricula in PE. We consider that the presences and emphases of the health theme are constituted in the movements of the structure duality in which the subjects' actions, according to their political-epistemological orientations, are related to (or tension) the structural constraints that constitute the professional education curricula in PE. ; El texto presenta un recorte de investigación de los currículos de Educación Física (EF) del Centro de Educación Física y Deportes de la Universidad Federal de Espírito Santo, cuyo objetivo es mostrar contribuciones para la composición de los conceptos, presencias y énfasis en el análisis curricular sobre el tema de la salud en los cursos de EF. Los datos fueron producidos a partir de documentos curriculares de los pregrados, entrevistas con 10 profesores, currículos profesionales, documentos de concursos públicos en el área de salud y acompañamiento de cuatro asignaturas universitarias durante un semestre. Se presentan dos movimientos: en el primero, una conceptualización de presencias y énfasis con base en la ...