This appreciation of the life & work of George Kennan begins with the author's personal recollections of the subject, then moves on to an overview of Kennan's career. Of particular note is the period he spent in Lisbon in 1943, when he was fleeing from Berlin on his way back to the US. Kennan's post-war years are also briefly surveyed, with a special focus on his strong opposition, at the age of 98, to the Bush administration's intervention in Iraq, which he viewed as a dubious distraction from the fight against Al Queda. In the final analysis, the author views Kennan as a man who considered himself a citizen of the eighteenth century, a man who understood that the world created by the French Revolution had very little to do with the world the French Revolution supplanted. R. Young
The article discusses the project of creation and implementation of the Institutional Repository of the Federal University of Tocantins, RIUFT. The goal is to gather, store, organize, preserve, retrieve and disseminate scientific and academic production of UFT with a view to the management of scientific information, increasing the visibility and prestige of the institution in the national and international levels. Search available to the university community a space to store and preserve the information produced in the institution and at the same time promoting the transparency of public spending and support for research activities and creation of scientific knowledge within the UFT. The implementation of RIUFT is through adherence to Ibict the notice, and will be developed in two phases: planning and implementation. This study also addresses a history of actions implemented by Ibict in favor of open access movement to scientific knowledge as well as a brief literature review of the knowledge society and information and communication technologies. As a research technique, we adopted a qualitative approach, using literature review and exploratory research. The data collection method adopted was based on information provided by the university and its graduate programs.
The article tries to relate Portuguese historiographical literature of the colonial period of East Timor as the source of arguments for a postcolonial fictional literature through two works of great importance for the understanding of the period. The narratives of the works As possessões Portuguesas na Oceania of Afonso de Castro of 1867 and Ocupação e Colonização Branca de Timor of Teófilo Duarte of 1940, both former Portuguese governors of Timor-Leste, are abundant and present facts of great literary beauty, that as facts historical, tell the saga of the Timorese people. With this direction, the article traces the process of colonization in the trail of the Great Navigations that initiated the globalization and the cultural domination to culminate in the official historiography of Timor and the literary arguments that can be harvested from it. The work is part of the doctoral research of one of its authors and as a methodology, the bibliographic research was carried out to historical documents present in the Postgraduate Library of the National University of Timor Lorosa'e.
Professor since 2006 at one of the most prestigious French Departments of Education, (Université Paris Descartes), Rebecca Rogers's academic trajectory has been associated from the start with Women and Gender studies and the History of Education. Born in the USA, she has built her career in Europe, particularly in France. She earned her PhD at the École des Hautes Études en Sciences Sociales under the supervision of Dominique Julia. She began her teaching career at the University of Iowa in the United States, and in 1994 obtained a position at the Université de Strasbourg as Maître de Conference. In 2015, she assumed the presidency of the International Standing Conference for the History of Education (ISCHE), the most relevant scientific society in the field of History of Education. Her academic background and involvement in the educational arena as well as the theoretical and methodological choices are addressed in this interview, which also describes the relationship established with Brazilian researchers in projects carried out in the Faculties of Education of UNICAMP and USP. The current debates about gender emerging in the public sphere in France and the challenges faced by historical-educational research, whether in the dimension of a transnational history of education or in the consolidation of a field of research also emerge in Rebecca Rogers' interview. This list of topics makes the interview dense in problematizations, opening a range of questions that challenges readers interested in the international academic and political scene. ; Professora, desde 2006, de um dos mais prestigiados departamentos de educação franceses (Université Paris Descartes), Rebecca Rogers tem sua trajetória acadêmica marcada pelos estudos sobre mulheres e gênero, traçados sempre na relação com a história da educação. Nascida nos Estados Unidos da América, fez sua carreira na Europa, em particular na França. Cursou o doutorado na École des Hautes Études en Sciences Sociales, sob a orientação de Dominique Julia. Iniciou a atividade docente na University of Iwoa. Em 1994, obteve uma posição na Université de Strasbourg como maitre de conference. Em 2015, assumiu a presidência da International Standing Conference for the History of Education (ISCHE), sociedade científica internacional de maior relevância na área de história da educação. Sua formação e trânsito na arena educativa, bem como as escolhas teóricas e metodológicas são abordadas nesta entrevista, que se estende ainda sobre as relações tramadas com pesquisadoras brasileiras em projetos realizados nas Faculdades de Educação da Universidade Estadual de Campinas - UNICAMP e Universidade de São Paulo. Os debates atuais sobre gênero emergentes na esfera pública na França e os desafios enfrentados pela investigação histórico-educativa, seja na dimensão de uma história transnacional da educação, seja na consolidação de um campo de pesquisa também emergem no discurso de Rebecca Rogers. Este rol de temáticas torna a entrevista densa em problematizações, abrindo um leque de interrogações que instigam o leitor na sua reflexão acerca do cenário político e acadêmico internacional.
Este artigo procura explicitar os motivos pelos quais, segundo a ótica de Roque Spencer Maciel de Barros, a instituição universitária foi criada tão tardiamente no Brasil. A partir da perspectiva liberal, procura explicar porque passamos pela colônia e pelo Império sem universidade, que só viria a ser criada 45 anos após à proclamação da República, quando no Peru, por exemplo, a Universidade de São Marcos, foi criada já no século XVI, em 1551.
O principal objetivo da presente pesquisa consiste em abordar essas tendências na produção de Dissertações de Mestrado no Programa de Pós-graduação em Educação (PPGE) da Universidade Regional de Blumenau (FURB), Blumenau, Santa Catarina, Brasil. A pesquisa é de caráter quali-quantitativo e fundamenta-se no estudo de 44 Dissertações de Mestrado em Educação da FURB relacionadas ao Ensino de Ciência, Filosofia e Epistemologia da Educação. Pode-se observar uma importante influência das perspectivas filosóficas de Paulo Freire e de Thomas S. Kuhn nas Dissertações que têm com foco a Filosofia e Epistemologia da Educação. Já nas Dissertações que têm como problemática de pesquisa o Ensino de Ciências, a maior fundamentação está em Ubiratan D´Ambrósio e Fritjof Capra. Em ambos o caso, prevalece a pesquisa qualitativa. A metodologia de pesquisa utilizada aparece no capítulo introdutório. Observa-se que as Dissertações sobre o Ensino de Ciências colocam de forma mais explícita os autores utilizados na definição da Metodologia da Pesquisa. As tendências teórico-metodológicas da produção de Dissertações do Mestrado em Educação da FURB manifestam a crescente preocupação em refletir sobre os fundamentos da Pesquisa em Educação e sua cientificidade.
This article analyzes the proposal announced by President George W. Bush, on August i6, 2004, to significantly change the US overseas military basing posture. This proposal, labeled Global Posture Review, would, if implemented, represent the most extensive reordering of US military troops overseas in the last 50 years. The current US global basing arrangements are still a product of the Cold War & the main idea behind the administration proposal is to adapt its global posture to the new challenges to peace & international security in the 21st century. The article explains the details of the administration proposal in relation to Europe & Africa & also deals with some of the reactions the proposal has received in the United States. Adapted from the source document.
What is the value of self-interest? The article critically reviews past and current justifications for the theoretical use of the behavioral assumption of self-interest, explanatory, normative, representional and critical, focusing on the critical function. This latter emerges from an incursion into the modern history of ideas and may be shown still to fertilize a number of contemporary economic approaches. (Rev Econ Polit/DÜI)
Considering the rise of the discussion about the rhetoric of economics at the beginning of the 1980's, the paper aims to show: 1) the relation between the origin of this issue in the academic field and the ascension of the so labeled "neoliberalism" as a doctrine and a collection of capitalists practices perceived at the same time; and 2) the consequences produced by this idea, overseas born, when it meets a peripheral reality like the Brazilian one. In the first case, the authors show the importance of Hayek's reflections about the inadequateness of neoclassical discourse to the aim of ideologically legitimate the market society. In the second they point out that, taking the consequences of the rhetoric project in Brazil, it can be seeing as an additional chapter of "the ideas out of its place" that comes marking the Brazilian history of the ideas. (Rev Econ Polit/GIGA)
This article discusses the process of implementation and installation of the University School of the Federal University of Maranhão in the context of modernizing teaching in the state (1960/1970) and its transfer and restructuring to the peripheral neighborhood of Vila Palmeira in São Luís as an Application School. The political and educational situation that made it possible to remove this integrated unit from the university campus as a school modality restricted to a small and selective clientele, for a poor community on the outskirts of the capital, is analyzed. The confrontations between strategies imposed by the state's educational policy/functionalist management and tactics of appropriation of teachers, employees, students, leaderships and community organizations belonging to a local culture, which in function of interconnected interests, defended the institution as an instance of belonging, permanence and survival, are pointed out. Newspapers, legislation and documentation from the school archive are used as sources guided by the theoretical-methodological reference of cultural history. It is concluded that the constant defense of the local community, teachers and employees by the role/place of the School of Application as a symbolic and concrete image of overcoming in this suburban neighborhood and its effectiveness as a school-laboratory, internship field and space for permanent and adult education, is a currency of exchange for these individuals to have access to the market of symbolic goods and a path to capitalize on possibilities of social ascension through schooling success. ; En este artículo se debate el proceso de implantación e instalación del Colegio Universitario de la Universidad Federal de Maranhão en el contexto de modernización de la enseñanza en el estado (1960/1970) y de su transferencia e reestruturación para el barrio periférico de la Vila Palmeira en São Luís como Colegio de Aplicación. Se analisa la conyuntura político-educacional que viabilizó la remoción de esta unidad integrada ...
Este texto apresenta a resenha do livro Music education in an age of virtuality and post-truth, do professor canadense da Western University, Paul G. Woodford. O livro costura o pragmatismo de John Dewey com as ideias de George Orwell sobre as sociedades de massa em busca de compreender o impacto que determinadas ações de políticos do século XXI podem causar no campo da Educação, da Arte e das Humanidades. Como conclusão, são oferecidos exemplos similares de políticos do Brasil e da América Latina, com o suporte das ideias de Newton Duarte,2 que ele chamou de O currículo em tempos de obscurantismo beligerante (2018).This text presents a review of the book Music Education in an Age of Virtuality and Post-Truth, by Canadian University Professor Paul G. Woodford (2019). The book stitches John Dewey's pragmatism with George Orwell's ideas about mass societies in order to understand the impact that certain actions of 21st century politicians can have on the field of Education, the Arts and the Humanities. In conclusion, similar examples of politicians from Brazil and Latin America are offered, supported by the ideas of Newton Duarte and what he called The Curriculum in times of Belligerent Obscurantism.
A review essay on books by (1) Fareed Zakaria, The Post-American World (New York: W. W. Norton & Company, 2008); (2) Robert Kagan, The Return of History and the End of Dreams (Londres: Atlantic Books, 2008); (3) Michael Lind, The American Way of Strategy -- U.S. Foreign Policy and the American Way of Life (Oxford: Oxford University Press, 2006); (4) Reinhold Niebuhr, The Irony of American History (Chicago University Press, 2008) & (5) Anatol Lieven and John Hulsman, Ethical Realism -- A Vision for America's Role in the World (New York: Pantheon Books, 2006).