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This commentary discusses recent developments in 'knowledge graph' technology over the course of the Covid-19 pandemic. Recently experiencing a surge in popularity, knowledge graphs are technologies that assist with data integration through structured metadata modeling. Researchers tag and collate vast amounts of diverse data using knowledge graphs, yet problems related to semantic drift and more salient issues related to the political economy of information and communication technologies persist. Researchers should believe that the semantics of Covid-19 knowledge graphs can change over time. Equally important, researchers should also consider all stakeholders involved, including those stakeholders that might be excluded. ; Klein College of Media and Communication ; Media Studies and Production

Using the Foucaultian framework, we examine here the basic assumption of the modern and contemporary political order, namely the decisive conception that men are governable. In the genealogical path opened by Michel Foucault we examined the political reworking of what was originally the Judeo-Christian spiritual power of governing souls. For Foucault, the modern political government of men is situated at the intersection of two sets of powers foreshadowed in early Christianity: a) the pastoral art of conducting conduct displaced from the eschatological destination of souls to the calculated management of (biopolitical) biological life and b) the dual production of the knowledge necessary for good governance; the utilitarian production of the truth that serves the pastoral art of government itself and the pure or aleturgical manifestation of the truth with regard to the governable.

Objective: To present review on the book "Pedagogy of Autonomy: Knowledge Required for Educational Practice." Method: A critical analysis. Results: the book's central idea of teacher education permeated by reflection on educational practice in favor of autonomy be the students. Conclusion: The book is required reading in reverse and very important for all professionals who move in educational practice, whatever the political option educator: critical or conservative. ; Objective: To present review on the book "Pedagogy of Autonomy: Knowledge Required for Educational Practice." Method: A critical analysis. Results: the book's central idea of teacher education permeated by reflection on educational practice in favor of autonomy be the students. Conclusion: The book is required reading in reverse and very important for all professionals who move in educational practice, whatever the political option educator: critical or conservative.

Through an analysis of the transformations and persistencies in the image­-power­-knowledge relationship that result from the spread of digital communication's technologies, our goal is to characterize the emergence of a conflict that, in the politics of visuality and the cyberspace's techno­political configuration, reflects similar tensions that constitute the actual power relations diagram. The research begins with an investigation of the historical background that influenced Thomas Hobbes Leviathan's images production, where a given visual order corresponds to a new power order. Then, we analyze the changes of this specific configuration – that is perceptible as the Leviathan image regime's metaphor - in face of the analog and digital image production technologies. Our hypothesis is that the disputes (aesthetic, legal, economic) that attempt to regulate the image within the digital media domain and that shape a particular politics of visibility, are similar to those tensions that affect the cyberspace conditions to become a different 'sensible' surface (medium), that potentially mobilizes other forms of knowing, other models of organization and production. To examine this issue, we analyze the ongoing conflict between different social forces that point out both for new practices and meanings that emerge in the cybercultural arena, and for the trends that attempts to impose over the digital medium the regulatory mechanisms established in the context of analog medium. At the end we characterize the current power diagram, and we argue that cyberspace aesthetic and political configuration depend upon a capacity to intervene over the very fundamentals that regulate its field of enunciation and visibility. Finally, we take it as a struggle for others modes of thought and social organization models, as a war over the virtual and imaginary production, therefore a war that is oriented to the future.

De-colonial reasoning establishes a peculiar manifestation of contemporary critical theory closely linked to the practices of the social sciences and humanities. However, there is a need for a critique of the dominant models and hierarchies of nationalities of knowledge, of the constitutive silencing of technologies and narratives of modern participation, of subjectivities, corporealities and agencies. This paper argues that the human and social sciences can and should be rethought from an epistemological multiplicity that dialogues and takes into account the forms of knowledge creation that are generated in extra-scientific and extra-academic spaces.

In June 2008, the Brazilian Interdisciplinary AIDS Association (ABIA) and the Indian NGO SAHARA submitted a joint pre-grant opposition to the patent application of Tenofovir Disoproxil Fumarate in India. This joint action provides a pertinent case model of the potential effects of South-South cooperation between civil society groups. In this study, the aim sought to determine the practicality of the methodology and propositions developed in Resources, Knowledge and Influence: the Organizational Effects of Interorganizational Collaboration (Hardy et al., 2003) in predicting the types of collaboration effects that would result from the degree of "involvement" and "embeddedness" of a collaboration. Data collection came from archival research, participant observation research and interviews. Research tasks included an investigation on South-South Cooperation in the area of IP rights and AIDS, compiling an SLR on knowledge management and collaboration theories, creating a chronology of the collaboration and application of aforementioned methodology. Application included (1) implementation of codification methodology based on "involvement" and "embeddedness" and (2) identification of types of effects in collaboration - strategic, knowledge creation or political. During data analysis, these effects were compared with the aims of collaboration. Results were then tested against propositions (Hardy et al., 2003) of the relationship between involvement and embeddedness and the collaborative effects. Findings support three propositions: (1) Collaborations with high levels of involvement will be positively associated with the acquisition of distinctive resources, (2) Collaborations with high levels of involvement and high levels of embeddedness will be positively associated with the creation of knowledge, (3) Collaborations that are highly embedded will be positively associated with an increase of influence. ; In June 2008, the Brazilian Interdisciplinary AIDS Association (ABIA) and the Indian NGO SAHARA submitted a joint pre-grant opposition to the patent application of Tenofovir Disoproxil Fumarate in India. This joint action provides a pertinent case model of the potential effects of South-South cooperation between civil society groups. In this study, the aim sought to determine the practicality of the methodology and propositions developed in Resources, Knowledge and Influence: the Organizational Effects of Interorganizational Collaboration (Hardy et al., 2003) in predicting the types of collaboration effects that would result from the degree of "involvement" and "embeddedness" of a collaboration. Data collection came from archival research, participant observation research and interviews. Research tasks included an investigation on South-South Cooperation in the area of IP rights and AIDS, compiling an SLR on knowledge management and collaboration theories, creating a chronology of the collaboration and application of aforementioned methodology. Application included (1) implementation of codification methodology based on "involvement" and "embeddedness" and (2) identification of types of effects in collaboration - strategic, knowledge creation or political. During data analysis, these effects were compared with the aims of collaboration. Results were then tested against propositions (Hardy et al., 2003) of the relationship between involvement and embeddedness and the collaborative effects. Findings support three propositions: (1) Collaborations with high levels of involvement will be positively associated with the acquisition of distinctive resources, (2) Collaborations with high levels of involvement and high levels of embeddedness will be positively associated with the creation of knowledge, (3) Collaborations that are highly embedded will be positively associated with an increase of influence.

Este trabalho tem como objetivo refletir sobre as recentes políticas públicas e educacionais brasileiras e a tentativa de naturalização da ideologia dos grupos dominantes, em detrimento à legitimação da pluralidade epistemológica de grupos marginalizados e/ou contrários a tal pensamento uniformizador. A partir das teorias de decolonialidade (CASTRO-GÓMEZ; GROSFOGUEL, 2007; LANDER, 2005; MIGNOLO, 2009; MORENO, 2005; SOUSA SANTOS, 2010), discuto as relações de submissão, subordinação e exclusão promovidas pelas políticas educacionais recentes. Em seguida, busco problematizar o papel da educação para o desenvolvimento da criticidade e da construção do conhecimento corporificado, isto é, construído a partir de corpos atravessados por diferentes identidades culturais, sociais, linguísticas, de raça e de gênero, e concluo ressaltando a importância do ensino da língua inglesa como uma tarefa política que desenvolva o questionamento, o pensamento crítico e o respeito à diversidade epistemológica. ; This article looks at the recent Brazilian public educational policies and the attempt to naturalize the ideology of dominant groups that are opposed to the legitimization of the epistemological diversity of marginalized groups and/or opponents of their beliefs. Based on the Freirean approach and decolonial theories (CASTRO-GÓMEZ; GROSFOGUEL, 2007; LANDER, 2005; MIGNOLO, 2009; MORENO, 2005; SOUSA SANTOS, 2010), I discuss the relationships of submission, subordination, and exclusion promoted by the recent educational policies in Brazil. Furthermore, I seek to problematize the role of education to develop critique and the construction of embodied knowledge, i.e. knowledge built by bodies that have different political, cultural, social, linguistic, racial and gender identities. I conclude by emphasizing the importance of rethinking the role of English in our contemporary society as well as the ethos of teacher education and the teaching of English itself as a political task which promotes inquiry, critical thinking, and respect to the epistemological diversity.

The book presents three articles written from the conferences that Boaventura de Sousa Santos performed at the University of Buenos Aires – Social Sciences Faculty. The issues adressed on each chapter concern topics related to ethics and politics in contemporary societies, as well as the social relations implied on these themes. The growning inequalities among developed and third world countries, as well as local, regional and global relations are presented by the author in order to renew critical theory and to plunge into the political discussion through knowledge production and dissemination. ; O livro reúne três seminários desenvolvidos por Boaventura de Sousa Santos na Faculdade de Ciências Sociais da Universidade de Buenos Aires sobre questões relativas à ética e à política nas sociedades contemporâneas. Visando transformar as relações sociais implicadas nas crescentes disparidades existentes entre os países centrais e os periféricos, o autor discute questões locais, regionais e de caráter global no intuito de renovar a teoria crítica e aprofundar a luta política progressista visando a transformação social por meio da produção de conhecimento.

O que fazem psicanalistas nas escolas? Esse artigo, debate uma intervenção psicanalítica clínicopolítica na escola, que interpela adolescentes e equipe de ensino a constituir e partilhar seus saberes. Distinguimos três tempos na intervenção em que pudemos constatar o sofrimento dos adolescentes quando as funções da escola estão atravessadas pelo recorte da raça e da classe, atravessamento que se concretiza na correlação entre desenvolvimento, pobreza, raça e perigo social. Quando os saberes puderam circular em diálogo pode-se localizar os conflitos e o mal-estar da escola diante da adolescência e das complexidades da situação histórico-social brasileira, de modo a tornar a construção dos conflitos como motor de trabalho e não como fracasso das equipes. ; What do psychoanalysts do in schools? This article discusses a clinical-political psychoanalytic intervention at school that interpellates teenagers and the teaching staff into constituting and sharing their knowledge. During the intervention, three moments are distinguished at which we could assert the suffering of adolescents when the school's functions are cross-cut by race and class, a crossing mimicked in the correlation among development, poverty, race, and social danger. When knowledge could be shared through dialogue, the school's conflicts and discomfort vis-à-vis adolescence and the complexities of the Brazilian historical-social situation could be located, thereby highlighting the establishment of conflicts as engines of work rather than as failure of the teaching staff.

This article analyses a series of legal and illegal state policies and ruling-party strategies, of a repressive nature or involving political perse-cution, which were implemented by Peronist governments between 1973 and 1976, in the period prior to the military dictatorship that imposed State terrorism in Argentina. The observation of these practices is combined with the study of the discourses of diverse members of the political system from the period.The study reveals the gradual establishment of a discourse about "national security", that is to say, based on the idea of a subversive enemy of a domestic nature and alien to the "national spirit". The Argentinian case study shows that this type of discourse, which is generally associated with the military regimes of the Southern Cone, also existed and was put into practice in constitutional regimes. ; In the 60s and 70s in Brazil, the Armed Forces were involved in the political repression under the inspiration of the National Security doctrine and the French military thought about Revolutionary War. According to these theories, this new kind of war, which combined military operations and political propaganda, required a strong intervention of the armed forces and the police, as well as the full knowledge of the techniques and tactics of the enemy, which was done by means of a strict information control. Much of this information was obtained through interrogation under torture of political prisoners. This article is about the themes of these interrogations, and the likely use of the collected information. Broadly, they were used in three fronts: Finding the enemy, knowing the structure and procedures of their organizations, and evaluating the militants' degree of involvement in political activities.

Nas últimas décadas, gênero e sexualidade circunscreveram um inovador campo de crescente produção intelectual, tornando-se ao mesmo tempo foco significativo de incidência política para antropólogas e antropólogos no Brasil. Com vistas a iluminar disputas em jogo no contexto brasileiro atual, em que o conhecimento que produzimos vem sendo duramente atacado, revisitaremos alguns documentos de posicionamento público, divulgados pelo Comitê de Gênero e Sexualidade da Associação Brasileira de Antropologia (ABA) ao longo dos últimos anos. Propomos uma reflexão sobre o tipo de conhecimento que temos produzido sobre gênero e sexualidade, como ele tem impactado o debate público acerca dessas questões e como tem afetado os modos como nossa própria prática científica vem sendo socialmente percebida e avaliada. ; In the last decades, gender and sexuality have circumscribed an innovative field of increasing intellectual production, becoming at the same time a significant focus of political action for anthropologists in Brazil. In order to put into perspective the disputes that are at stake in the current Brazilian context – in which the knowledge we produce has been severely attacked – we will revisit some documents of public positioning, published by the Gender and Sexuality Committee of the Brazilian Association of Anthropology (ABA) over the last few years. We propose a reflection on the kind of knowledge we have produced about gender and sexuality, how it has impacted the public debate about these issues and how it has affected the ways in which our own scientific practice has been socially perceived and evaluated.

This paper introduces playing as Embelêcos from the municipality of Moita Bonita in the state of Sergipe, Brasil, as a cultural practice which, from the players' perspective is subversive and revolutionary. Inspired by the perspective of the post-colonial knowledge, which allows us to understand that the subalterns can only speak in their own language, with their own explanatory systems, in their own culture, we propose thinking about the impact of systematic invisibilization, trivialized by the academic colonialism in relation to the knowledge of oral tradition. Therefore, we proceeded by listening deeply to the narratives of griô masters. When saying the unspoken, they provoke a decentralization of the culture seen as reference, producing epistemological effects of political consequences; thus, a space for enunciating the voice of subalterns and a place for political resistance. ; Este texto presenta el brincança de los Embelecos de Moita Bonita-SE como una práctica cultural que, desde la perspectiva de los jugadores, es subversiva y revolucionaria. Inspirados por la perspectiva del conocimiento poscolonial que nos permite comprender que los subalternos sólo podrán hablar, cuando hablan en su propio idioma, con sus sistemas explicativos, en su propia cultura, proponemos pensar sobre el impacto de la invisibilidad sistemática y naturalizada por el colonialismo académico en relación con los saberes de la tradición oral. Con este fin, procedemos escuchando profundamente las narrativas de los maestros Griots. Estos, al decir lo no dicho, provocan una descentralización de la cultura a la que se hace referencia, produciendo efectos epistemológicos de consecuencias políticas; por lo tanto, un espacio para la enunciación de la voz de los subalternos y un lugar de resistencia política. ; Esse texto apresenta a brincança dos Embelêcos de Moita Bonita-SE como uma prática cultural que, na perspectiva dos brincantes, é subversiva e revolucionária. Inspiradas pela perspectiva do conhecimento pós-colonial que nos possibilita compreender que os subalternos só poderão falar quando falarem em sua própria língua, com seus sistemas explicativos, em sua própria cultura, propomos pensar sobre o impacto da invisibilização sistemática e naturalizada pelo colonialismo acadêmico em relação aos saberes da tradição oral. Para tanto, procedemos pela escuta profunda das narrativas dos mestres griôs. Estes, ao dizer o não-dito, provocam um descentramento da cultura tida de referência, produzindo efeitos epistemológicos de consequências políticas; portanto, um espaço de enunciação da voz dos subalternos e um lugar de resistência política.

In this book, the author presents the Black Brazilian Movement as a political actor, educator, producer of emancipatory knowledge and systematizer of the same one about the racial question in Brazil. Such knowledge, when transformed into claim, became important State policies in the twenty-first century. It is, therefore, a social movement of great importance for the unveiling of questions such as racial discrimination, gender, youth, affirmative actions, africanities, education of ethnic-racial relations, among many others. Nilma Gomes emphasizes the epistemological richness of this movement in the perspective of education, privileging as a theoretical support the contributions of Boaventura de Sousa in the re-signification of concepts as pedagogies of absences and of the emergencies. ; Neste livro a autora apresenta o Movimento Negro Brasileiro como um ator político e educador, produtor de saberes emancipatórios e sistematizador de conhecimentos acerca da questão racial no Brasil. Tais saberes, ao transformarem-se em reivindicações, tornaram-se importantes políticas de Estado no século XXI. Trata-se, assim, de um movimento social de suma importância para o desvelamento de questões como discriminação racial, gênero, juventude, ações afirmativas, africanidades, educação das relações étnico-raciais, dentre tantas outras. Nilma Gomes enfatiza a riqueza epistemológica deste movimento na perspectiva da educação, privilegiando como aporte teórico as contribuições de Boaventura de Sousa na ressignificação de conceitos como pedagogias das ausências e das emergências.

The work by Enrique Leff lead us to think through the emergence of ecological thinking, referring to the social, economic, and political changes that have taken place in society, especially concerning the increased production of technological innovations through scientific knowledge. Such changes depict environmental degradation arising from a crisis of knowledge, with excessive appreciation of absolute, unquestionable, fragmented knowledge, which subsumed environmental issues, the relation between human beings and the environment and nature. The spillover of knowledge has produced and it still produces an emptying of existential senses of human beings, denying the otherness constructed through social relations and issues of being in time and history. ; A obra de Enrique Leff faz refletir sobre o surgimento do pensamento ecológico, remetendo às transformações sociais, econômicas e políticas que estão ocorrendo na sociedade, especialmente em relação ao aumento da produção de inovações tecnológicas a partir do conhecimento científico. Essas transformações retratam uma degradação ambiental oriunda de uma crise do conhecimento, em que há uma valorização excessiva do saber absoluto, inquestionável, fragmentado, que subsumiu as questões ambientais, a relação do ser humano com o ambiente e a natureza. O transbordamento do conhecimento produziu e produz um esvaziamento dos sentidos existenciais dos seres humanos, negando a outridade construída a partir das relações sociais e das questões do ser no tempo e na história.

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.