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A religião no Brasil no contexto da modernidade líquida
Get PDFO presente artigo busca abordar a religião no Brasil no âmbito da categoria analítica de Zygmunt Bauman de modernidade líquida. Nosso objetivo pautou-se por demonstrar que no contexto da realidade cultural brasileira, o universo religioso de representações simbólico religiosas, por nossas características culturais, contribui para o recrudescimento de concepções conservadoras. Para tanto, metodologicamente buscamos demonstrar, primeiramente, a relação entre sociedade e religião; em segundo momento propomos elucidar os elementos constitutivos de um contexto moderno-líquido; e num terceiro momento, trabalhamos com a junção entre tal contexto e os traços característicos típicos da esfera sociocultural brasileira no âmbito do religioso. Por fim, pretendemos demonstrar que o Brasil possui uma matriz religiosa que se pauta por primitivismos alicerçados na demonização e no exorcismo no âmbito do universo religioso da contemporaneidade, onde proliferam as seitas e onde se desenvolvem drasticamente as religiões neopentecostais. Portanto, buscamos demonstrar a especificidade do campo religioso brasileiro
O O campo educacional brasileiro – o universo das presenças ausentes: análise crítica do currículo prescritivo e a invisibilização dos sujeitos alunos em seus contextos situacionais.: análise crítica do currículo prescritivo e a invisibilização dos sujeitos alunos em seus contextos situacionais.
No full textThis study, based on our educational practice in the Pedagogy course at UERGS - Cruz Alta/RS, investigates the phenomenon of "absent presences" in Brazilian education, a result of the persistent hegemonic and Eurocentric conception inherited from the colonial past. This conception, materialized in prescriptive curricula, excludes knowledge and cultures from the country\u27s rich diversity, perpetuating inequalities and limiting the construction of an inclusive cultural identity. The research problematizes the invisibility of social contexts and practices in the formal curriculum and its relation to the fragility in teacher education. To understand this scenario and seek transformations, we revisit Honneth, Arendt, and Foucault. Honneth, with his theory of recognition, questions whether Brazilian education, marked by inequality, promotes the mutual recognition necessary for the formation of autonomous citizens. The methodology includes documentary analysis and pedagogical dialogues with students, highlighting the need for a critical and contextualized approach that promotes the inclusion of diverse knowledge. For quality education, we advocate the integration of cultural plurality in the curriculum and a counter-hegemonic pedagogy that considers the students\u27 context. The fragility in continuing education hinders the overcoming of the hegemonic conception, limiting critical reflection on the curriculum and power relations. Investing in continuing education, with an emphasis on dialogue between theory and practice and on teacher autonomy, is crucial to build a more just and democratic school.
Keywords: Education; counter-hegemony; exclusion; social inequality; subjectivity.Este trabajo, basado en nuestra práctica educativa en el curso de Pedagogía de la UERGS - Cruz Alta/RS, analiza el fenómeno de las "presencias ausentes" en la educación brasileña. Este fenómeno es resultado de la persistente concepción hegemónica y eurocéntrica heredada del pasado colonial, la cual se materializa en currículos prescriptivos que excluyen saberes y culturas de la rica diversidad del país. Esta exclusión perpetúa desigualdades y limita la construcción de una identidad cultural inclusiva. La investigación problematiza la invisibilidad de contextos y prácticas sociales en el currículo formal y su relación con la fragilidad en la formación docente. Para comprender este escenario y buscar transformaciones, se revisan las ideas de Honneth, Arendt y Foucault. Honneth, con su teoría del reconocimiento, cuestiona si la educación brasileña, marcada por la desigualdad, promueve el reconocimiento mutuo necesario para la formación de ciudadanos autónomos. La metodología incluye el análisis documental y diálogos con estudiantes, destacando la necesidad de un enfoque crítico y contextualizado que promueva la inclusión de diversos saberes. Se argumenta que una educación de calidad requiere la integración de la pluralidad cultural en el currículo y una pedagogía contrahegemónica que considere el contexto de los estudiantes. La fragilidad en la formación continua dificulta la superación de la concepción hegemónica, limitando la reflexión crítica sobre el currículo y las relaciones de poder. Invertir en la formación continua, con énfasis en el diálogo entre la teoría y la práctica y en la autonomía docente, es crucial para construir una escuela más justa y democrática.
Palabras clave: Educación; contrahegemónica; exclusión; desigualdad social; subjetivación.Ce travail présente des réflexions issues de notre pratique éducative au sein du cursus de pédagogie de l\u27UERGS - Cruz Alta/RS, et enquête sur les « présences absentes » dans l\u27éducation brésilienne, fruit d\u27une conception hégémonique et eurocentrique persistante, héritée du passé colonial. Cette conception, matérialisée dans des programmes scolaires prescriptifs, exclut les savoirs et les cultures de la riche diversité du pays, perpétuant les inégalités et limitant la construction d\u27une identité culturelle inclusive. Nous problématisons l\u27invisibilité des contextes et des pratiques sociales dans le programme scolaire officiel et son lien avec la fragilité de la formation des enseignants. Afin de comprendre ce contexte et de rechercher des transformations, nous revisitons Honneth, Arendt et Foucault. Honneth, avec sa théorie de la reconnaissance, questionne si l\u27éducation brésilienne, marquée par les égalités, favorise la reconnaissance mutuelle nécessaire à la formation de citoyens autonomes. La méthodologie inclut l\u27analyse documentaire et des dialogues avec les étudiants, soulignant la nécessité d\u27une approche critique et contextualisée, qui promeut l\u27inclusion de savoirs divers. Pour une éducation de qualité, nous défendons l\u27intégration de la pluralité culturelle dans le programme scolaire et une pédagogie contre-hégémonique, qui prend en compte le contexte des élèves. La fragilité de la formation continue entrave le dépassement de la conception hégémonique, limitant la réflexion critique sur le programme scolaire et les relations de pouvoir. Investir dans la formation continue, en mettant l\u27accent sur le dialogue entre théorie et pratique et sur l\u27autonomie des enseignants, est crucial pour construire une école plus juste et démocratique.
Mots-clés: Éducation; contre-hégémonie; exclusion; inégalité sociale; subjectivation.Este trabalho aborda reflexões a partir de nossa prática educacional no curso de Pedagogia da UERGS - Cruz Alta/RS, investiga as "presenças ausentes" na educação brasileira, fruto da persistente concepção hegemônica e eurocêntrica, herdada do passado colonial. Essa concepção, materializada em currículos prescritivos, exclui saberes e culturas da rica diversidade do país, perpetuando desigualdades e limitando a construção de uma identidade cultural inclusiva. Problematiza-se a invisibilidade de contextos e práticas sociais no currículo formal e sua relação com a fragilidade na formação de professores. Para compreender esse cenário e buscar transformações, revisitam-se Honneth, Arendt e Foucault. Honneth, com sua teoria do reconhecimento, questiona se a educação brasileira, marcada pela desigualdade, promove o reconhecimento mútuo necessário à formação de cidadãos autônomos. A metodologia inclui análise documental e diálogos com alunos, ressaltando a necessidade de uma abordagem crítica e contextualizada, que promova a inclusão de saberes diversos. Para uma educação de qualidade, defende-se a integração da pluralidade cultural no currículo e uma pedagogia contra-hegemônica, que considere o contexto dos alunos. A fragilidade na formação continuada dificulta a superação da concepção hegemônica, limitando a reflexão crítica sobre o currículo e as relações de poder. Investir na formação continuada, com ênfase no diálogo entre teoria e prática e na autonomia docente, é crucial para construir uma escola mais justa e democrática.
Palavras-chave: Educação; contra-hegemônica; exclusão; desigualdade social; subjetivação
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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