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The purpose of this text is to exhibit and explore an image of Wittgenstein that remains in the margins of the academic production of commentaries on his writings: the image of a philosopher who does not occupy himself with philosophical theses and theories, but with a conflict against his philosophical inheritance and the world he inhabits. A conflict that does not end, that shows us ambiguities that are not abandoned after definitive solutions are given to what haunts the philosopher. The voices of Wittgenstein tell us about temptations and hegemonic forms of thinking philosophy that remain present, about questions that can still be raised in philosophical communities, and this leads us to think about the pertinence today of his demand for a therapeutic procedure. In this sense, some topics will be explored such as: philosophy as some sort of antiphilosophical therapy, the relationship between the "disease of a time" and the writings and biographical aspects of Wittgenstein, the desire for authenticity and the possibility of individual solutions for the issues relating to the "darkness of this time".

We present an overview of the field of conflict economics. We begin by explaining important distinctions between standard textbook economics and conflict economics regarding assumptions, subject matter, and interrelations between economics and conflict. We then provide summaries of selected economic theories and empirical evidence that together help reveal important aspects of conflict – and peace – through an economics lens. Among the topics covered in the theoretical and empirical overview are why violence is sometimes chosen over peaceful approaches to address intergroup disputes, why it is "rational" for political leaders to sometimes mass kill civilians (and what can be done to prevent this), how social norms of committing harm against outgroups can propagate (or be stopped), why it can be difficult to develop laws and institutions to promote stable peace, and how third-party efforts to promote peace can sometimes make things worse. Lastly, we provide samples of data resources, working paper archives and journals, and readings consisting of major textbooks, handbooks, and edited books in the field of conflict economics. ; Apresentamos uma visão geral do campo da economia de conflito. Começamos explicando distinções importantes entre a economia padrão de livros didáticos e economia de conflito em relação a suposições, assunto e inter-relações entre economia e conflito. Em seguida, fornecemos resumos de teorias econômicas selecionadas e evidências empíricas que, juntos, ajudam a revelar aspectos importantes do conflito - e da paz - por meio de uma lente econômica. Entre os tópicos abordados na visão teórica e empíricau, por que é "racional" que líderes políticos às vezes matem civis em massa (e o que pode ser feito para evitar isso), como normas sociais de cometer danos contra grupos externos podem se propagar (ou ser interrompido), por que pode ser difícil desenvolver leis e instituições para promover a paz estável e como os esforços de terceiros para promover a paz podem às vezes piorar as coisas. Por último, fornecemos amostras de recursos de dados, arquivos e periódicos de trabalho, e leituras que consistem em grandes livros-texto, manuais e livros editados no campo da economia de conflito.

I argue that two historicities have predominated in the relation between philosophical and historical discourses in the 20th century. One is the historicity of historians, engendered by the birth of the humanities. The other is a philosophical historicity in which the humanist myth persists, especially within the debate opposing structure and difference. This second historicity represents an elimination of the first, as it elaborates many more demands of historicity inherent to the structural model.

Alternative means of dispute resolution are sought a long time as an access to justice more humane. Without the imposition of an intervening power, the parties have gain more autonomy in their decisions. The extension project of the Federal University of Paraíba "Citizenship in Extension: Access to Justice and Conflict Mediation", linked to the Reference Center for Human Rights (CRDH) aims to address the theme "Access to Justice", using one of the extrajudicial dispute resolution methods, namely: Mediation. The Mandacaru and Jardim Veneza's Reference Center for Citizenship in João Pessoa/PB, were the spaces chosen in the first year of the project, where residents discussed their problems in these localities, in order to build possible plans of action. The following year, the Guardian Council has become the chosen space, working directly with the Mediation. Building a sense of unity among residents of a community is one of the goals of this project with respect to collective issues. And mediation, with respect to individual issues. With the prospect of working together, this project follows its activity, achieving its main goals: empowering individuals and fostering active citizenship.

Vivemos em tempos de hegemonia do discurso sobre a inclusão, sobre o direito às diferenças, que, embora fundamental, tem gerado muito desconforto no interior das escolas. Este artigo procura demonstrar que o dilema entre a busca pela igualdade e a busca pela diferença não é falso para os moldes do discurso de uma agenda estritamente política; mas o é, de uma perspectiva social, desde que se leve em consideração que esta última não se dissocia de uma perspectiva psíquica. À luz do referencial psicanalítico kleiniano e bioniano, a diferença é concebida como o ponto de inflexão que inaugura o conflito e com ele coincide. A partir disso, o artigo discute que as instituições escolares revelam diferentes maneiras de acolher (ou não) o que cada um traz para a escola – suas particularidades, ansiedades, formas de sentir, de aprender, de desenvolver as diferenças –, acabando por oferecer, às reais necessidades dos sujeitos que ali estão, diariamente, distintas possibilidades de elaboração. São características de alguns perfis de instituição, os quais se descrevem como: a escola negligente; a escola homogeneizadora; a escola ingênua e a escola acolhedora.

In the first part of this study, a historical frame is given about the force conflict in the occupied Palestinian land. The second part deals with the intifada itself. Through the intifada the Palestinians have discovered their new strength, the intifada has brought new concepts about the use of violence and force. (DÜI-Sdt)