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In this paper, I intend to present an introduction to the research field of Collective Intentionality. However, I will concentrate the exposition on one particular branch of explanation of this phenomenon. In the first section, I present the problems that prompt the development of Collective Intentionality theories for the Philosophy of Action. In the second section, I determine the origin of the theoretical lineage discussed with the explanation of shared intentions, the reflexive linkage of mental states maintained by the individuals engaged in collective action, developed by Michael Bratman. In the third section, I present Deborah Tollefsen's adjustments to Bratman's proposal in order to reduce its cognitive demands and make it possible for small children to satisfy them. Finally, in the fourth section, I discuss Olle Blomberg's proposal of a socially extended intention-in-action that aims at explaining how it would be possible to embed results of other individuals' actions in the content of an individual's intention-in-action.

Este artigo apresenta a produção escrita de uma das professoras da EMEF Padre Francisco Silva que participa do Projeto "Escola Singular, Ações Plurais", uma parceria dessa escola pública municipal de Campinas com a UNICAMP.O artigo vem relatar os diferentes níveis de participação da professora nos diversos espaços que freqüenta e nos quais atua como professora e pesquisadora. Um desses espaços é o GT (Grupo de Trabalho) que consiste em reuniões semanais para estudo, onde se dá o levantamento de temas de interesse do grupo, seguido de discussão e aprofundamento dos mesmos. Um outro espaço é o subgrupo "Interdisciplinaridade", formado por alguns professores de 5ª a 8ª séries, que tem por objetivo a busca de fundamentação teórica sobre este tema, além da utilização do espaço/ tempo das reuniões para planejar e avaliar as práticas de sala de aula, na busca de um trabalho interdisciplinar.

As an eight grade Portuguese language teacher, newly-arrived at the school, I try to relate in this text my experience with this class, starting with the development of the interdisciplinary project "Work, prejudice and discriminations", in which I could discuss with the students about the Aids theme. It is worth to say that the development of this work was only possible due to the organization between the area teachers in the subgroup of study "Interdisciplinary", in wich we planed and discussed the subject theory. This subgroup makes part of the project "Singular school: plural actions", supported by Fapesp, as one of the activities to be released by the scholars.

This article discusses the existing duality between the terms Earth and world under the of the 21st century ecological crisis. It proposes, from the deconstruction of anthropocentric and ecocentric values, an analysis of the philanthropic/sustainable paradigm, as a way of understanding the interdisciplinary nature of the possible coexistence between Man and Nature. For this, are demonstrated some hierarchical imbalances present in the concession of Western culture proposed by Samuel Huntington, in the ecological imaginary of indigenous communities defended by Zoe Todd, and in the environmental impact of consumer society from the perspective of Patrick Curry, Richard Sylvan, and David Bennett. As a result, the importance of understanding a balance between consumption and production is demonstrated, condemning the elitist anthropocentrism of western communities as the cause and solution of the ecological problem, transversally illustrated from the market and the art world under the conception of the practical uselessness of its existence and given its contribution to a problem of overproduction.

Lately there have been works that show that Kant bases human rights on innate freedom as the only innate right that man has by virtue of his humanity. However, innate freedom cannot justify a theory of human rights because it is only an innate right over my inner self that allows for empirical possession, and although a human right is inalienable, it must be renounced in order to enter the world; Moreover, the four analytical derivations of innate freedom generate consequences that are incompatible with a human rights doctrine, for as human rights refer to all, innate equality and innate independence apply to a limited number of people; Finally, there is a differentiation in the interpretation of humanity's formula in law and ethics, because, subjectively, treating humanity as an end requires the agent to consider that the end of humanity is the motive of his action in ethics, but in law it is only required that its external behavior be in accordance with the end of humanity, and objectively, in law, treating humanity as an end produces criminal law contrary to human rights and the law of humanity requires that innate integrity be suspended during the period of condemnation, furthermore, this differentiation in the idea of ​​humanity becomes explicit in innate imprehensibility, for in ethics lie is the greatest violation of the duty of humanity in his person, but in law only violates the right of humanity if it causes harm to others.

A webdiáspora, enquanto espaço de reordenamento de experiências e práticas sociais e subjetivas dos imigrantes e comunidades diaspóricas, contribui necessariamente na produção de marcas e rastros existenciais individuais e coletivos no plano subjetivo e simbólico. A pergunta que se coloca, todavia, é se tal configuração cognitiva, de natureza abertamente 'a-espacial', constitui uma forma diferenciada de suporte à tradicional 'memória coletiva' proposta por Maurice Halbwachs ou se limita a reforçar as modalidades de sociabilidade que prescindem naturalmente do espaço físico. A partir de uma reflexão teórica que une as noções de 'memória coletiva' do próprio Halbwachs, de 'espaço nostálgico' de Abdelmalek Sayad e de 'transnacionalismo' explorada por diversos autores, entendemos que, ainda que não possa se substituir à 'memória coletiva espacial' ou se sobrepor ao 'espaço social', a webdiáspora não deixa de oferecer preciosos subsídios mnemônicos e interativos para as comunidades de imigrantes que se encontram no exílio; principalmente, ao reunir e tornar acessíveis registros informacionais de caráter identitário que contribuem para a consolidação do sentimento de pertencimento ao grupo e manutenção dos laços comunicativos transnacionais.

As a fundamental value of the activity, journalistic objectivity has already been conceptually investigated by several academic studies whose results, although published in books and magazines in the area, did not change the way information consumers, journalists and even journalism teachers philosophically understand objectivity and, consequently, its application in the routines and procedures of journalistic practice. This article aims to carry out the bibliographic review of two important works by Brazilian authors that investigated the notion of objectivity. We will discuss Luiz Amaral's work "The Objectivity of Journalism" and Wilson Gomes's work "Journalism, Facts and Interests", inventing his ways of understanding and discussing this fundamental notion of the activity philosophically.

Este texto visa apresentar os resultados da utilização da fotografia e da pesquisa-ação em oficinas realizadas em uma instituição, na cidade de Campinas que, desde sua origem, atende crianças e adolescentes em situação de risco social e que a partir de 2002 passou a atender também um grupo de Terceira Idade. O diálogo entre as idosas e a pesquisadora desencadeado no processo de produção da fotografia foi determinante para definição da metodologia adotada no decorrer dos trabalhos, pois a metodologia da pesquisa-ação revelou características interessantes para a construção social do envelhecimento.

Many public policies seek to promote, maintain, modify or improve collective actions. The development of a country requires actions that are complex and wide in scope. This and following texts sort out: i) two general classes of problem-situations that lack collective action; and ii) kinds of mechanisms that are useful as possible solutions to such problem-situations; i.e., mechanisms for acting upon institutions (organizations; formal or legal norms; formal practices) or upon cultural elements (social customs; customary morality; customary values and beliefs) of a society. In these texts, a leitmotif is the strategic dimension, one of the dimensions of building or changing institutions and cultural elements. To this end, one takes advantage of basic games of strategy as simple models for assigning those problems into classes. This first text deals with the problem-situation of cooperation vs. defection, modeled as prisoner's dilemma games. It covers situations of disputes for exits during disasters; of party leaders that become candidates for losing elections; of groupthink in committees; of lack of interest in training employees; of bottlenecks in urban traffic; of creating new city or state governments; of bank runs to financial safety; of tragedies of commons, be they environmental or otherwise.

Atualmente, observa-se um grande desenvolvimento científico e tecnológico em diversas áreas. Esse movimento faz com que muitos pesquisadores "procurem colocar as escolas à altura do seu tempo". Uma das iniciativas tem sido a de trabalhar com a robótica, numa perspectiva educativa em que os alunos são desafiados a resolver problemas. Neste estudo, analisa-se um trabalho coletivo com robótica em uma escola pública de Ensino Fundamental onde se produziram saberes docentes sobre uma prática integrada com blog e Robótica. No processo de produção de dados, foram registradas notas de campo e filmagens nos diferentes ambientes de aprendizagem da escola. No processo de análise dos dados, observou-se que, nessa prática educativa, os alunos se tornaram autores das suas atividades, de seus projetos e de seus blogs.

Recently, contemporary epistemology come systematically discussing the theme of disagreement. In our everyday life, although many cases can be seen as merely apparent disagreements, there are also some cases where disputes are legitimates and the disagreements are real. But, would be possible to occur real disagreements between agents we consider epistemic peers? If that is possible, how can we react to these cases, in others words, what is the correct rational attitude in cases of peer disagreements? These are some of the main questions raised by what we call epistemology of disagreements. The aim of this article is to offer a general vision of this contemporary debate. Firstly, I will to present the problem and demonstrate why the scenario of disagreement - mainly between epistemic peers - would be an important philosophical question. Then, I will to present the main theoretical alternatives that arose on the contemporary epistemology as an answers to this problem. Therefore, the aim of this article is to be explanatory it not search for any original position on this debate.

In Charles Taylor's Multiculturalism: examining the Politics of Recognition, the idea of individual identity is presented, in political-cultural terms, as being partly dependent on collective identities. In this sense, the political solution for social harmonization and even for the cultural formation of particular identities is linked to collectivity. In Plato's Politics, although the final concern is also to harmonize the collective, the pólis, political art acts rather in the adjustment of the individual psyché. This is because the collective is a kind of mirroring of the individual. If on the one hand Plato is taxed as an idealist for the political solutions he presents to the collective question, on the other, he is not when he points out that (philosophical) discourse is capable of reorienting the individual towards political life.

O artigo apresenta o estado da arte acerca da eficácia coletiva de professores. Esse conceito deriva da teoria social cognitiva de Bandura, que considera as crenças de eficácia como as bases da agência humana, assim como descreve quatro fontes que sustentam seu desenvolvimento. As percepções de eficácia coletiva são definidas como os julgamentos dos professores de uma escola de que o seu conjunto dos professores é capaz de organizar e executar os cursos de ação exigidos para se conseguirem resultados positivos junto aos alunos. São relatados os modos pelos quais se pode mensurar esse constructo bem como as pesquisas sobre suas relações com desempenho dos alunos e com a autoeficácia individual dos professores. Por último, é mostrado como o desenvolvimento de eficácia coletiva tem um papel relevante, consideradas as condições do momento atual da escola brasileira.