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The aim of this study was to characterize the trajectory of answerability in Brazil. In the light of studies based on the historical neo-institutionalism approach, formal institutional changes adopted at federal level between 1985 and 2014, and which favor the typical requirements of answerability — information and justification — were identified and analyzed through the content analysis technique. The conclusion is that the trajectory of answerability in contemporary Brazil can be characterized as continuous, primarily occurring through the layering strategy, and whose leitmotif, since its origin, has consisted of matters of financial and budgetary nature. Nevertheless, a recent influence of deeper democratic subjects on it has been observed. ; La investigación tiene como objetivo caracterizar la trayectoria de la answerability en Brasil. A la luz de estudios que se apoyan en la abordaje del neoinstitucionalismo histórico, alteraciones institucionailes formales adoptadas en el plano federal, entre 1985 y 2014, que favorecen las exigencias típicas de la answerability — información y justificación — fueron identificadas y, mediante la técnica de análisis de contenido, analizadas. Se concluye que la trayectoria de la answerability en el Brasil contemporaneo puede ser caracterizada como continua, constituida basicamente por medio de la estrategia de layering, cuyo leitmotiv, desde su origen, son las cuestiones de naturaleza financiera y presupuestaria, aunque ya se observe una reciente influencia de materias más profundas de la democracia sobre la misma. ; A pesquisa objetivou caracterizar a trajetória da answerability no Brasil. À luz de estudos que se apoiam na abordagem do neoinstitucionalismo histórico, alterações institucionais formais adotadas no plano federal, entre 1985 e 2014, que favorecem as exigências típicas da answerability — informação e justificação — foram identificadas e, mediante técnica de análise de conteúdo, analisadas. Conclui-se que a trajetória da answerability no Brasil contemporâneo pode ser caracterizada como contínua, constituída basicamente por meio da estratégia de layering, cujo leitmotiv, desde a sua origem, são as questões de natureza financeira e orçamentária, muito embora já se observe uma recente influência de matérias mais profundas da democracia sobre a mesma.

AbstractAscribing autonomous status to agents is a valuable practice. As such, we ought to care about how we engage in practices of autonomy ascription. However, disagreement between first-personal experiences of an agent's autonomy and third-personal determinations of their autonomy presents challenges of ethical and epistemic concern. My view is that insights from a dialogical rather than nondialogical account of autonomy give us the resources to combat the challenges associated with autonomy ascription. I draw on Andrea Westlund's account of dialogical autonomy—on which autonomy requires a dialogical disposition to hold oneself answerable to external critical perspectives—to make my case.

This article aims to explore the blurred lines of thoughts on the spirit of translation as a synthetic sign of interaction between the abundant science of cognition and the philosophy of the unfinalized dialogism of the Russian cultural theorist and social philosopher Mikhail Bakhtin (1895-1975). First, it shows the ineluctable view of cultural differences as a house to translation. Second, because humans are different, the article proceeds to reflect the interplay of some views on culture, language and thought, seeking to envisage the confluent relation of the dialogic trans-formation of the act/tact in translation at play. Third, the metaphor of relation is illustrated through the one postcolonial example in the particular setting of the Israel-Palestine political conflict in language. Together with such lines of confluence came a belief about the holistic architectonics of translation in the development of an attitude towards the 'dialogic turn' of 'answerability' in translation in the future.

ELLIS' methodologischer Roman über Autoethnographie belegt die wachsende Zahl an alternativen Formen des Schreibens in den Sozial- und Geisteswissenschaften, die sich mit der dialogischen Konzeption von Selbst, "Stimme" und menschlichem Bewusstsein befassen. Autoethnographie ist ein eigenes Genre, bei dem Autoren und Autorinnen auf ihre eigenen Erfahrungen zurückgreifen und dabei das Individuelle und Kulturelle so einbinden, das das Selbst und die Anderen in den jeweiligen sozialen Kontexten positioniert werden (REED-DANAHAY, 1997). Um solche selbstreflexiven Wissens- und Schreibmodelle nachvollziehbar zu machen, greife ich auf BAKHTINs Konzept von Autorenschaft als kreativer Verantwortlichkeit (otvetsvennost) zurück, demzufolge das Selbst nicht nur gegenüber dem sozialen Umfeld verantwortlich ist, sondern auch für die Autorenschaft jeder "Antwort", die der ursprüngliche Text erzeugt. The Ethnographic I dient hierbei als nützlicher Ausgangspunkt zum Verstehen von Autoethnographie als Genre und als alternativem Diskurs über das durch das Schreiben hervorgebrachte Selbst und die Anderen.

Building on Moje et al and Dyson's work within a Bakhtinian framework of dialogism and ethics of answerability, the paper argues the need for a critical humanities educator to create dialogic learning spaces within classrooms that would be engaging for students and where students would be encouraged to draw from their various 'funds of knowledge' in order to connect their 'school-world' with their other social worlds. The paper points out the interconnected nature of our knowing-in-the-world and suggests that all teachers, but especially teachers of critical humanities or social sciences adopt an adda-based pedagogy through a permeable curriculum for promoting wholesome, student-cantered learning in colleges and universities that would harness students' various 'funds of knowledge' both in and outside classrooms. The paper argues that even though the use of adda in the classroom, like other similarly negotiated curricula, does generate some challenges for educators, yet the benefits of using an adda-based pedagogy in the classroom far out-weigh its disadvantages in the creation of a democratic, equitable and engaging learning environment in classrooms.

Building on Moje et al and Dyson's work within a Bakhtinian framework of dialogism and ethics of answerability, the paper argues the need for a critical humanities educator to create dialogic learning spaces within classrooms that would be engaging for students and where students would be encouraged to draw from their various 'funds of knowledge' in order to connect their 'school-world' with their other social worlds. The paper points out the interconnected nature of our knowing-in-the-world and suggests that all teachers, but especially teachers of critical humanities or social sciences adopt an adda-based pedagogy through a permeable curriculum for promoting wholesome, student-cantered learning in colleges and universities that would harness students' various 'funds of knowledge' both in and outside classrooms. The paper argues that even though the use of adda in the classroom, like other similarly negotiated curricula, does generate some challenges for educators, yet the benefits of using an adda-based pedagogy in the classroom far out-weigh its disadvantages in the creation of a democratic, equitable and engaging learning environment in classrooms. ; 1 ; 35 ; 59 ; 3 ; Kultura-Społeczeństwo-Edukacja