Suchergebnisse

In confluence with the preparation of this edition of the ARJ, Ana Mae Barbosa is publishing her book Redesenhando o Desenho: educadores, política e história (Redesigning Design: teachers, politics and history, Editora Cortez, 2015), thus giving continuity to the strong historical aspect of her research. This opens up an opportunity to speak with her about the book and the responsibilities involved in historical research in the field of contemporary art education. Besides acting as a kind of book review, the conversation goes into topics that arise while researching contemporary art education history, such as what paths that imagination can take, assessing the plausibility of the contexts studied; the methodical choices of the researcher in constructing narratives and the sharing of data and documents; the importance of the researcher's awareness concerning the role his/her own point of view takes on in weaving a history that may contribute to the illumination of the present and shed light on possibilities.English version by Leslie Damasceno. ; Em confluência com a preparação deste número do ARJ, Ana Mae Barbosa está lançando o livro Redesenhando o Desenho: educadores, política e história, pela Editora Cortez, dando assim continuidade a vertente histórica de suas pesquisas. Abre-se uma oportunidade para conversar com ela sobre o livro e as responsabilidades envolvidas nas práticas da pesquisa histórica no campo do ensino de artes na contemporaneidade. Além de funcionar como uma resenha do novo livro, a conversa adentra por algumas veredas que se abrem ao se pesquisar a história, tais como, as veredas da imaginação diante da plausibilidade dos contextos estudados, as escolhas metodológicas do pesquisador na construção de narrativas e partilha de dados e documentos, a importância da consciência do pesquisador sobre o seu ponto de vista na tessitura de uma história que pode contribuir para iluminar o presente e vislumbrar possibilidades. Partilhamos aqui esta conversa!

This study aims to discuss the supposed virtuous constitution of education and knowledge originated from a certain cultural heritage of Western modernity. The study's problematic is anchored in the diffuse but insistent question which echoes in the educational field: "what is the act of thinking in education in contemporary times?". Studying the current conditions of thought as a problem of educational research calls into question the historical relationship between knowledge and reflective thinking, and it forces the confrontation of certain pedagogical amalgams dear to the modern educational field. Such confrontation takes place in the company of the thinkers Michel Foucault and Friedrich Nietzsche, given the strategic importance of their writings, particularly about language, the production of truth and their implications for the ways of knowing and thinking. I attempt to operate a critique of the language toward a critique of the thought in education, in the key of an ethical and political problematization. In this work, such analytical platform configures itself with Michel Foucault's discussions - both in relation to the matter of the thought of the outside, as developed by Maurice Blanchot, and the thought of difference, as formulated by Gilles Deleuze. I suggest that the exploration of this debate can be an exercise of exteriority or of differential thinking in the game with the knowledge and the reflective thinking present in the educational field - both in the ambit of school everyday pedagogical practices and in the field of the production of educational research. ; O presente trabalho visa problematizar a suposta constituição virtuosa entre educação e conhecimento oriunda de certa herança cultural da modernidade ocidental. A problemática ancora-se na indagação difusa, porém insistente, a ecoar no campo educacional: "o que é o ato do pensar, em educação, na contemporaneidade?". A tomada das condições atuais do pensamento como um problema de pesquisa educacional coloca em questão a histórica articulação entre conhecimento e pensamento reflexivo, obrigando ao confronto de certos amálgamas pedagógicos caros ao campo educacional moderno. Tal enfrentamento se realiza na companhia dos pensadores Michel Foucault e Friedrich Nietzsche, dada a relevância estratégica de suas produções, particularmente acerca da linguagem, da produção da verdade e de suas implicações nos modos de conhecer e pensar. Busca-se operacionalizar uma crítica da linguagem em direção a uma crítica do pensamento em educação, na chave de uma problematização ético-política. Nesse trabalho, tal plataforma analítica configura-se a partir das discussões de Michel Foucault - tanto em relação à questão do pensamento do fora, tal como elaborada por Maurice Blanchot, como em relação ao pensamento da diferença, tal como formulado por Gilles Deleuze. Sugerimos que a exploração desse debate possa atuar como um exercício de exterioridade ou de pensamento diferencial no jogo com o conhecimento e com o pensamento reflexivo presentes no campo educacional - seja no âmbito dos fazeres pedagógicos cotidianos da escola, seja no campo da produção da pesquisa educacional.

O artigo busca retomar a discussão sobre o caráter de classe do Estado capitalista, fazendo dialogar três contribuições que, em geral, são raramente aproximadas: a compreensão de Bourdieu sobre o funcionamento do campo político, a ideia da "ossatura material do Estado", presente no último Poulantzas, e a discussão do Offe inicial sobre a seletividade das instituições. O problema é compreender como a universalização do acesso à esfera pública política, com a concessão de direitos formais iguais a todos, convive com a permanência da dominação de classe (embora esse conceito seja entendido de forma diversa pelos três autores). De maneira inversa, o problema pode ser formulado como sendo a necessidade de demonstrar a permanência da dominação em situações nas quais as classes dominadas parecem obter vitórias e mesmo instrumentalizar o Estado em seu favor.

This is a personal appreciation of the evolution of colloquialisms in the Portuguese Creole that is spoken in Cape Verde & Guinea-Bissau. A new word, or an old word that is given new life by common speech, can make for interesting linguistic discoveries, with an evolving & changing set of meanings. The article gives examples of how the meaning of Portuguese Creole colloquialisms shifts within different contexts. The work of Primo Levi & Carlos No is cited in order to further contextualize the reverberations in meaning for certain colloquialism, meanings of which the Portuguese Creole speakers may themselves be unaware. Parallels are also drawn between these linguistic phenomena in Portuguese Creole & similar linguistic phenomena in Spanish & English. R. Young

Este artigo busca trazer para o debate alguns caminhos que tenho percorrido na busca de compreender, por meio dos encontros e das conversas com professoras, as relações políticaspráticas de currículos pensadospraticados tecidos cotidianamente e como estes contribuem para entender que existem diferentes situações, mesmo que sejam controversas e de regulação, em que diferentes produções curriculares são viabilizadas. A partir de uma conversa sobre autonomia docente e prática cotidiana partimos da ideia de que as políticaspráticas de currículos estão entrelaçadas aos cotidianos de cada uma das docentes, às suas posições políticas de compreensão do que é a escola e de como tecem seus currículos cotidianamente. ; This article seeks to bring to the debate some paths that I have been pursued to understand, through encounters and conversation with teachers, the policiespractices relations of thoughtpracticed curricula woven daily, and how they contribute to understand that there are distinct situations, although controversial and of regulation, in which different curricular productions are enabled. From a conversation on teaching autonomy and daily practice, we start from the idea that the curricular policiespractices are intertwined to the daily life of each teacher, to their political positions of understanding what is the school and how they weave their curricula every day.

Several talks & two long conversations with Calvet de Magalhaes, concentrating on relations between Portugal & the Holy See, are at the origin of this brief essay of oral history. Ambassador Calvet talks at length about Salazar & Marcelo Caetano & also his role on the renegotiation of the Concordat between Portugal & the Vatican in 1975. The article concludes with a brief reflection on the possibilities offered by the method of oral history to all the students of International Relations. Adapted from the source document.

My article focuses on examining the significance of location in determining the manner in which the discipline of International Relations is schooled in India. Drawing from my biographical experience both as a student & teacher of International Politics at New Delhi, I shall grapple particularly with the question of what it means to be engaging a predominantly Anglo-American construct in a postcolonial milieu. Simply cast, how can issues relating to identity, power asymmetries & contextual Weltanschauungs be acknowledged without stymieing the possibility of a genuinely inclusive cosmopolitan conversation? Alternatively, is our quest for the magic potion to bridge existing hierarchies ultimately yet another elusive fiction especially for those at the margins of the global episteme? Adapted from the source document.

This is a discussion of Errol Morris's 2004 documentary on the Vietnam War, Fog of War: Eleven Lessons from the Life of Robert MacNamara. Topics surveyed include the film's widened distribution as a result of its having won an Academy Award in its category, the film's juxtapositions of photographic & filmic imagery, & the power the film derives from MacNamara's willingness to look back on the war & admit his own errors. The article also provides data on the purported casus belli in the Gulf of Tonkin, Morris's anti-war activities at Berkeley, & taped conversations from the Kennedy & Johnson White House years. Final considerations include MacNamara's evolving perspectives in his post-governmental years, particularly his growing awareness of the tragic dimension of history. R. Young

This article aims to bring together the thoughts of Theodor Adorno and Maurice Blanchot around the problem of humanism. The "jewish question", as we can still call it along with Marx, is the central issue of this conversation. Starting from Blanchot's intuition regarding the indestructibility of man and the role of judaism in revealing an exorbitant relation between men in the presence of Autrui, the article follows examining the seemingly opposite role of judaism in Adorno's and Horkheimer's dialectic of enlightenment. In this path, two topics stand out: the critique of hegelian dialectics, but also the rehabilitation of dialectics as an antidote to the regression of enlightenment; and the humanistic potencial retained in the concept of mimesis, especially in Adorno's work, concept which also allows the resignification of judaism inside the dialectic of enlightenment.

This article proposes to raise a series of problems to try to think of the possibilities of teaching philosophy as a process of resistance and struggle against what Deleuze and Guattari called 'enemies of philosophy: the post-Kantians, the German philosopher Friedrich Hegel and especially, marketing. Based on the criticism developed, we will also address how the teaching of philosophy could create escape lines from what Silvio Gallo called 'higher education'. We intend to think about philosophy and education based on the philosophy of difference by Gilles Deleuze and Félix Guattari. The idea is to treat philosophy as a concept creator based on the idea of ​​'concept pedagogy', which would enable us to problematize a philosophy teaching practice, establishing as a field of conversation, the philosophy of difference and its teaching, that is, such formative practice intends to act through loopholes, giving rise to the possibilities of students to escape, as far as possible, from control forms and devices.

Introdução: A realização de práticas de Educação Alimentar e Nutricional (EAN) nos serviços públicos e comunidades ainda permanece como um desafio aos profissionais de saúde e educadores, sendo necessários relatos de experiência que motivem e auxiliem a construção práticas de EAN em diferentes cenários. Objetivo: Relatar a experiência do processo de criação e desenvolvimento de um grupo de mulheres no âmbito do Centro de Referência da Assistência Social (CRAS), como parte das atividades curriculares do Curso de Nutrição da Universidade Federal de Campina Grande. Método: Foram descritas 17 atividades realizadas no período letivo de 2019-1 e 2019-2 e durante o recesso acadêmico. Como estratégia de EAN, foi utilizada a oficina culinária. Resultados: A metodologia dos encontros estava organizada em três momentos articulados: acolhimento, oficina culinária e roda de conversa. As atividades promoveram a troca de experiência, priorizando um diálogo ampliado, para além de temas relacionados especificamente com alimentação e nutrição. Foram desenvolvidas estratégias para criação de vínculo entre mulheres, estudantes, professora e profissionais do CRAS. Regada por desafios, a roda de conversa demandou a aplicação de metodologias para oportunizar a democratização da fala e da escuta, e a reflexão sobre si. Conclusão: Para além da abordagem nutricional e técnica, a oficina culinária foi uma estratégia que promoveu a criação de vínculo entre as mulheres e os profissionais do serviço, contribuindo também para potencializar o espaço do CRAS com a oferta de ações de promoção de saúde e EAN. ; Introduction: Food and Nutrition Education (FNE) practices in public services and communities are challenging for health professionals and educators, requiring experience reports to motivate and assist FNE practices in different scenarios. Objective: Report the experience of creating and developing a group of women at the Reference Center for Social Assistance (CRAS) as part of curricular activities of the Department of Nutrition at the Federal University of Campina Grande. Methods: We described 17 activities held in the first and second academic semesters of 2019 and during the academic break. Culinary workshop was used as FNE strategy. Results: Meetings were organized in three articulated moments: welcoming, culinary workshop, and conversation circles. Activities promoted exchange of experience, prioritizing an open dialogue that addressed topics beyond those related to food and nutrition. Strategies were developed to build bonds between women, students, the professor, and CRAS professionals. Conversation circles were challenging and demanded methodologies to democratize speech, listening, and self-reflection. Conclusion: Culinary workshop was a strategy that promoted nutritional and technical approach and bond formation between women and CRAS professionals and potentiated CRAS space by offering health promotion and FNE actions.

I propound that the collection exhibition of Afro Brasil Museum located in São Paulo, Brazil, features characteristics that well represent intersections between art creation
and curatorial work, besides its dealt with institutional memory through less conventional exhibit designs. Thus, I seek a reflection about the interchange between curatorial work, art making and metalanguage arrangements within this museum. I introduce this exhibition as an institutional memorial – based on conversations and interviews with the museum staff, "absent dialogues" with its curator-director-artist and by the analysis of bibliographic material, so as the collection itself – due to my understanding of the exhibition as an imagery formed by composite images set by Emanoel Araújo. In order to communicate the singularity of this exhibition I bring a perspective of the objects exhibited, by means of the registers of fieldnotes and on, undertaking a dialogue with scholars from arts and humanities about curatorial work, the polysemy of image and the role of scenography. I discuss the art making of curatorial work and Emanoel Araújo's métier as curator artist, supported by his concept A Mão Afro-Brasileira (The Afro-Brazilian Hand). In conclusion, I stress the relation textimage-public in order to communicate the singular aspects of its exhibition. Whilst the absence of consensus toward creativity and art agency while designing exhibitions, I assert that Araújo and his team strain the usual expectations on curatorial practice hence the limits of topographic arrangements and scenography schemes as a sensorial tool are extrapolated.

Presentation of the Dossier "Arts and anthropologies: street poetics and politics and ways of doing ethnography". In organizing this dossier, we continue an itinerary that we have followed for some time now, linked on one hand to the intersections between art and politics, and on the other to the overlapping of different practices and modes of ethnographic and artistic making. Along with another anthropologist and maker of body art, Julia Ruiz di Giovanni, absent here but ever present in a dialogue maintained over recent years, our aim has been to potentialize this exchange, taking place both during academic discussions in congresses, seminars and courses, and during hybrid events with artists and researchers, not to mention less formal conversations that have criss-crossed the Atlantic Ocean countless times. ; Apresentação do Dossiê "Artes e antropologias: políticas, poéticas das ruas e modos de fazer etnográficos".Na organização desse dossiê (per)seguimos um itinerário que, há longa data, vem nos ocupando e está ligado, por um lado, aos cruzamentos entre arte e política e, por outro, à imbricação entre práticas e modos de fazer etnográficos e artísticos. Junto com outra antropóloga e fazedora de artes do corpo, Julia Ruiz di Giovanni, aqui ausente, mas sempre presente num diálogo que mantemos nos últimos anos, fomos potencializar essa troca que se deu tanto em momentos de discussão acadêmica, com congressos, seminários e cursos ou em eventos de caráter híbrido, com artistas e pesquisadoras, para não mencionar as conversas menos formais que vem atravessando o oceano Atlântico inúmeras vezes.

Considerando a vasta contribuição de Boaventura de Sousa Santos ao debate motivador dessa entrevista, nosso diálogo buscará, no contexto da sua obra, abordar os desafios e estratégias das Epistemologias do Sul frente a tempos de retrocesso da democracia e avanço de forças conservadoras em escala global. No contexto da política do conhecimento, as Epistemologias do Sul aportam conhecimentos válidos criados e recriados diuturnamente nas práticas comunitárias e nas lutas sociais. Sua intervenção epistemológica se torna tão mais eficaz, quanto mais alargado o diálogo intercultural, que Boaventura compreende na medida de uma Ecologia de Saberes. Ao longo da entrevista, buscaremos discutir em que medida a luta social assume o papel de força motriz das Epistemologias do Sul, e os desafios de uma ciência que pretenda promover sua emergência. A referência a uma ciência das emergências, busca ampliar os horizontes da Sociologia das Emergências, apontada sucessivamente na obra de Boaventura de Sousa Santos, de modo a reconhecer os deslocamentos críticos que se desdobram também nos campos das Antropologia das Emergências, Ecologia das Emergências, Pedagogia das Emergências, Arte das Emergências, entre outros nos quais a política do conhecimento válido é cotidianamente reconfigurada. Que lutas necessitam ser travadas para que o ingresso de estudantes indígenas e afrodescendentes nas universidades possa efetivamente contribuir para que as Epistemologias do Sul operem politicamente como dispositivos de reversão ou bifurcação nas dinâmicas de produção do conhecimento e na transformação da realidade? Nesse sentido, a conversa buscará compreender os desdobramentos das lutas sociais no plano institucional das universidades, especialmente frente à implementação e consolidação de políticas públicas de corte étnico-racial e de gênero, e o impacto das ações afirmativas nas identidades sociais. Em seu recente livro, "O Fim do Império Cognitivo – a afirmação das Epistemologias do Sul" (2019), Boaventura confere um tratamento especial à categoria de luta, e nossa conversa visa a também criar uma oportunidade de aproximar os leitores e leitoras dos aportes dessa obra, no auge de sua atualidade no Brasil e na América Latina. ABSTRACTConsidering the vast contribution of Boaventura de Sousa Santos to the motivating debate of this interview, our dialogue will seek, in the context of his work, to address the challenges and strategies of epistemologies of the South in the face of times of democracy setback and advancement of conservative forces on a global scale. In the context of knowledge policy, epistemologies of the South provide valid knowledge created and recreated daily in community practices and social struggles. His epistemological intervention becomes more effective, the wider the intercultural dialogue, which Bonaventure comprises as far as an Ecology of Knowledge. Throughout the interview, we will discuss the extent to which social struggle assumes the role of driving force of Southern Epistemologies,and the challenges of a science that intends to promote its emergence. The reference to a science of emergencies seekstobroaden the horizons of the Sociology of Emergencies,pointed out successively in the work of Boaventura de Sousa Santos, in order to recognize the critical displacements that also unfold in the fields of Anthropology of Emergencies, Ecology of Emergencies, Pedagogy of Emergencies, Art of Emergencies, among others in which the policy of valid knowledge is daily reconfigured. What struggles need to be fought so that the entry of indigenous and Afrodescendant students into universities can effectively contribute to the Epistemologies of the South operating politically as devices of reversal or fork in the dynamics of knowledge production and in the transformation of reality? In this sense, the conversation will seek to understand the consequences of social struggles at the institutional level of universities, especially in view of the implementation and consolidation of public policies of ethnic-racial and gender-cutting, and the impact of affirmative actions on social identities. In his recent book, "The End of the Cognitive Empire – the affirmation of the Epistemologies of the South" (2019), Boaventura gives a special treatment to the category of struggle,and our conversation aims to also create an opportunity to bring readers and readers closer to the contributions of this work, at the peak of its present date in Brazil and Latin America.