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We start from the assumption that oral discursive genres constitute specific forms of verbal expression associated with particular communicative skills, whose complexity in oral interaction practices deserves more detailed attention. To better understand this phenomenon and establish specific theoretical relationships, we propose as a methodological approach the creation of an observatory of discourse genre from four perspectives (sociocommunicative, socio-discursive interactionist, social action and polyphony of voices). This approach facilitated the development of a construct of oral discourse genre from an interdisciplinary dialogic perspective, based on the sociocultural nature of language that comprehensively addresses its dynamic and multimodal character, as well as its influence on social and cultural interactions. [ABSTRACT FROM AUTHOR]

The purpose of this article is to reflect on the relationship between human subjects and technological devices through two artistic installations: Máquina Cóndor (2006-ongoing) and Máquina de Coser(2009-ongoing), by Chilean visual artist Demian Schopf, through the critical perspective of new materialisms. By means of a brief theoretical journey that addresses the studies of Walter Benjamin (1936, 1983), Jane Bennett (2010), Jusi Parikka (2012, 2021), Manuel de Landa (2021), among others, I propose that Schopf's works are constitutive of a poetics of assemblage, in which the frictions between organic bodies and technological devices propitiates the configuration of a complex human-machinic framework. As a methodology, I examine two discursive procedures of the works that establish this configuration: writing and dialogue, poetic mechanisms made possible by artificial intelligence. [ABSTRACT FROM AUTHOR]

Este artículo posibilita la comprensión del pensamiento de Estanislao Zuleta sobre la democracia y los Derechos Humanos en Colombia, enfocándose en el difícil contexto histórico entre 1981 y 1990, en el debate crítico de Zuleta hacia Marx respecto al tema, y en el aporte que el maestro realizó desde las instituciones del Estado colombiano. Se espera investigar la concepción que tenía Estanislao Zuleta acerca de la democracia y los Derechos Humanos en un contexto histórico tan violento, y exponer las soluciones que él planteaba para vivir en un país con mayor democracia e igualdad de condiciones. Finalmente, se explicará la importancia y la actualidad de los planteamientos del maestro en el contexto histórico colombiano y, de forma breve, en algunas partes del mundo.

El presente trabajo utiliza un método reflexivo donde se busca hacer una mejora de las condiciones de los procesos de enseñanza y aprendizaje a partir de la práctica personal y la utilización de la teoría. Es así cómo se abordan los programas intergeneracionales basados en la solidaridad y el diálogo como una herramienta de apoyo para un problema que cada día es más evidente en las aulas y que repercute en las dinámicas propias de clase, así como en el rendimiento escolar del alumnado y en su salud mental. Cada día las cifras respecto a problemas como depresión, ansiedad y suicidio en jóvenes aumentan. Por ello se propone un acercamiento teórico y exploración del contexto, mediante el abordaje de los ejes básicos de la práctica reflexiva: escenario profesional, experiencia personal y reflexión, visualizando la viabilidad de programas intergeneracionales propuestos por las autoras abordados como un prototipo crítico-reflexivo a partir del cual sin duda quedan varias acciones y líneas de investigación a trabajar para lograr en un futuro la validación y creación de estos. Tomando como caso de estudio la Universidad Autónoma de Ciudad Juárez donde se buscó tener un primer acercamiento a través de una propuesta conceptual lo anteriormente mencionado. Con este acercamiento teórico y abordaje de múltiples lecturas y enfoques desde la solidaridad intergeneracional, el diálogo y los programas existentes en otras partes del mundo, la evidencia desde la teoría permite pensar que la propuesta, desarrollo y aplicación de estos saberes concede a los docentes posicionarse como agentes activos de transformación y formación.

In this lecture, I wish to speak about the faithless analyst. This is an analyst without fixed religious notions, without specific preferences with regard to religious faith and practice, without religious commitments or attachments of the kind that would influence the course of the analysis. Is this possible? Analysts like everyone else grow up in specific cultures that are deeply entangled with religious traditions. Can analysts shed this formation when they enter the consulting room? Should they? Values come with religious faith and practice. Should the analyst shed such religiously based values for the sake of absolute neutrality? I want to think about such faithlessness as an impossible ideal for analytical practice and how to work with failures to remain faithless in the presence of different faiths or the absence of faith among patients. [ABSTRACT FROM AUTHOR]

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The author explores the concept of nonviolence within Islam, paying particular attention to the interpretation of the Qur'an and interfaith dialogue. Nonviolence has to be seen as a fundamental principle and not as a mere political strategy, highlighting the need for theological reform that embraces religious diversity and promotes peace. He proposes that new Islamic theologies must address the challenges of modernity through a critical rereading of History and the Qur'an, aiming to liberate theology from oppressive ideologies. Finally, the author addresses the theme of war in the Qur'an, analyzing how the verses can be interpreted in a nonviolent way. He argues that defensive war, while acceptable in certain circumstances, must be considered in light of new global realities, promoting an approach that favors dialogue and reconciliation. [ABSTRACT FROM AUTHOR]

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This article characterizes meanings aof peace constructed by boys and girls based on the development of a educational process focused on reading, writing and dialogue for peaceful transformation of conflicts at school. An educational action research design was conducted, supported by social project methodologies and workshops. 12 mediators, 6 teachers and 126 basic education students in Cali-Colombia participated. Transformations of the meanings of peace were identified, particularly those related to the recognition of differences, basic needs and specific routes for the peaceful processing of conflicts. It was concluded that the critical reading of children's literature texts, the promotion of dialogue and written expression, represent strategies of great potential for building peace in school contexts, although training processes of greater scope and articulation to the curriculum are required. [ABSTRACT FROM AUTHOR]

La teologia è l'esposizione e la riflessione critica di una fede religiosa. È, pertanto, al servizio della fede, per aiutarla nei suoi scopi. Questi scopi, nel caso del cristianesimo, sono l'amore e la contemplazione. La teologia è di aiuto perché aiuta ad amare e a contemplare in modo più adeguato. Lo fa in quanto fornisce strumenti di conoscenza, di fondazione, di annuncio e di formazione. Nel contesto attuale, provocati dall'appello alla sinodalità, dobbiamo affrontare ripensamenti epistemologici strutturali affinché la teologia possa assolvere i propri compiti e aiutare la fede. Ne emergono in particolare tre. Il primo è l'invito a fare teologia in modo strutturalmente dialogico e transdisciplinare: un pensiero che non sia in contatto con altre discipline, altri saperi, altri pensieri, non aiuta a comprendere e ad amare. Il secondo è l'invito a fare teologia in modo plurale: abituarsi alla ricchezza e al peso della pluralità che vive fuori e dentro la chiesa, e trovare il modo di viverla. Il terzo, infine, è l'invito a porsi al servizio, senza farsi strumentalizzare, della fatica contemporanea dell'identità: la teologia cristiana potrebbe essere d'aiuto per tanti volti di nostri contemporanei in cerca d'autore, senza diventarne la maschera. [ABSTRACT FROM AUTHOR]

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La adolescencia es un concepto metajurídico de ricas perspectivas neurocioentificas. Ello es indicativo de la mesura que debiera tener el legislador al regular éstos temas. Es un período relevante para el cerebro. La expresión” madurez suficiente” es en realidad un proceso de maduración biopsicosocial. Esta es una etapa de cambios que exige un dialogo fecundo entre todos los interlocutores válidos del conflicto y ante un cerebro que se está moldeando o reorganizando en un determinado contexto.

O objetivo do presente artigo é fazer uma reflexão, no âmbito da ética, sobre a abertura como fundamento do diálogo e da dimensão do cuidado em Emmanuel Lévinas. A nosso ver, a viabilidade de uma ética dialógica em Lévinas, somente é possível a partir do conceito de abertura, a qual está vinculado ao desejo do homem em relação ao transcendente. Segundo Lévinas, o homem ao desejar aquilo que ultrapassa a medida do ser, se depara com o infinito que o transcende. Mas, se por um lado, o infinito pode ser representado por Deus, por outro lado ele assume uma forma concreta, vinculado ao rosto do ser humano. Desse modo, o rosto representa para Lévinas, a noção de vulnerabilidade, a qual nos remete à ideia de abertura, que ultrapassa a própria dimensão ontológica. Com efeito, para o filósofo lituano, a abertura não é algo efetivado a partir do próprio sujeito, que reduz o outro à identidade do ser, mas consiste na sensibilidade do homem à vulnerabilidade do próximo, que se apresenta como um exilado da ordem do ser. O diálogo no horizonte da abertura, somente ocorre quando respondemos à solicitação do outro, que nos interpela por meio da vulnerabilidade do seu rosto. Tal relação, não se dá de modo racional e conceitual, mas ocorre a nível da sensibilidade, pois não se trata de compreender a condição frágil do próximo, mas de percebê-la como vulnerável, suscitando uma ética calcada na afetividade e no cuidado para com o outro.

El presente trabajo pretende abordar un análisis del conjunto de las obras en prosa de María de San José, discípula de Santa Teresa, a partir de un repaso exhaustivo de los títulos y de los testimonios conservados. Para ello, se propone una aproximación a su producción desde la perspectiva de la pragmática textual, que pone en el centro el concepto de sororidad; en tanto que, como nos proponemos demostrar, esta se constituye en origen y causa de buena parte de las elecciones discursivas que modulan su prosa. Así, partiendo del examen del contexto de creación que revelan sus textos, se establece una clasificación de sus obras que logra trascender los desajustes existentes entre la laxitud genérica de la escritura conventual y el canon literario del momento, poniendo de manifiesto constantes temáticas y formales en su pluma, que de otro modo pasarían inadvertidas. De entre ellas, descuella con fuerza el recurso a la interlocución y su predilección por el género del diálogo humanístico, elementos ambos que constituyen un trasunto retórico de la sororidad en la escritura de la carmelita.

El De professione religiosorum de Lorenzo Valla presenta la disputatio entre un fraile y el autor respecto de las prerrogativas que tienen las personas que tomaron los votos en una orden religiosa. El eje de la argumentación consiste en discutir si es correcto afirmar que aquellas personas que forman parte de una orden, al estar sometidas a castigos mayores sin incumplen sus votos y elegir una vida de obediencia, pobreza y castidad, tienen por esto mayores ventajas al momento de ser juzgados dignos de la salvación. Lorenzo Valla argumenta en favor de la vida laica, activa y libre, y emplea una serie de argumentos filológicos y retóricos para sostener su punto de vista. El objetivo de este trabajo consiste en analizar las estrategias con las que Valla construye la estructura dialógica del De professione religiosorum con el propósito de demostrar la superioridad de su razonamiento escéptico, tomando para esto en consideración el marco general del género dialógico en el Quattrocento y los diálogos de Valla De voluptate (o De vero bono) y De libero arbitrio.

O presente artigo tem como objetivo traçar um panorama acerca do debate entre Psicanálise e Religião. É bastante sabido e comentado como que a crítica freudiana da religião tem como pano de fundo as noções familiares em torno da relação para com pai. No entanto, o debate entre Psicanálise e Religião não se encerram por aí, pelo contrário, nesse momento eles apenas se iniciam.

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Copyright of Teología is the property of Pontificia Universidad Catolica Argentina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to problematize the classroom as a space for dialogue and the elaboration of the formative experience. The problem that guides our objective aims to understand in what sense the dimensions of dialogue and participation, as principles, can be rethought from the perspective of the category of formative experience. Our hypothesis rests on the understanding that only an educational process capable of mobilizing the realization of a formative experience mediated by dialogue will be able to commit subjects to the construction of a critical, autonomous and free conscience. In order to accomplish this objective, we based ourselves on a qualitative methodology in terms of the approach to the problem, bibliographical in character, and hermeneutic in nature. From this perspective, our thinking was directed in three moments. In the first, we situate dialogue as a formative principle that mobilizes the subject to by being more, anchored in the approaches of Benincá and Freire. Secondly, by investigating the concepts of dialogue, formation and classrooms, we attempt to problematize the dimension of the formative experience mobilized by the dialogue between teacher-students and students-students. And finally, we maintain that the relationships established in the classroom between the subjects of the formative process should mobilize, mediated by dialogue, the formative experience, the one that guides the discovery of the difference, and to project and inaugurate other forms of life and living. [ABSTRACT FROM AUTHOR]

This article aims to present some notes that make it possible to verify how Pope Francis understands the paths that the Church must take, as well as his exhortation to fraternity. In particular, the research will address Pope Francis' thinking on these two topics, since the Encyclical Letter Fratelli Tutti. In addition, it is intended to contribute with the notes presented, to the recognition in perspective of continuity the teachings of Pope Francis, contemplated not as a Pope "founder" of a new Church, or of an ecclesiology, but Successor of the Apostle Peter, that is, a continuator of the Magisterium already enunciated and initiated above all by the corpus of the Social Doctrine of the Church, especially in the Second Vatican Council. In order to carry out this investigation, the Encyclical in question will be analyzed, bringing out some of the principles of the text, relying on some other documents that make up the social teaching of the Church. The method adopted will be deductive. As for the methodology, this will be a literature review, in the form of an article. In this sense, it is possible to note that the Church presented by Pope Francis is a Church of 'presence' and 'dialogue' - which proposes a dialogue with all people of good will -, these terms being fundamental to understand his social writings as the result of a concern of the Church, not only of the Pontiff, since the Second Vatican Council. [ABSTRACT FROM AUTHOR]

Nel contesto del suo tempo l'atteggiamento di Francesco d'Assisi verso i musulmani risulta in gran parte innovativo, perché privo di aggressività e di polemica. Più volte egli tentò di andare nelle terre islamiche, la motivazione principale non pare fosse la ricerca del martirio, come affermato dalle fonti agiografiche, ma quella di portare il Vangelo senza imposizioni e di trovare un incontro, come risulta dal cap. XVI della Regola non bollata. Riuscì ad andare tra i musulmani una sola volta, nel 1219, quando arrivò a dialogare con il sultano d'Egitto Malik al-Kāmil durante la quinta crociata, fermandosi poi circa nove mesi in Oltremare. Qui poté rendersi conto di persona della vita, delle pratiche religiose e della fede dei musulmani. Ne fu influenzato? Difficile dirlo, ma alcune tracce si possono trovare nei suoi scritti: la Lettera ai rettori dei popoli e le Lodi di Dio altissimo, entrambe scritte dopo il suo soggiorno in Oltremare. Un esame lessicale legato alle citazioni di 1Pt 2,13 offre, infine, la suggestione che i musulmani sono per lui tra le creature del Signore, per le quali egli dà le lodi all'Altissimo nel suo Cantico delle creature. [ABSTRACT FROM AUTHOR]

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Este artigo é composto por uma breve apresentação da obra hoje conhecida por Altercatio Hadriani Augusti et Epicteti philosophi, de autoria desconhecida, a que se segue uma proposta de tradução do seu texto latino para o Português de Portugal.

Se analizan en este artículo las Conversaciones de Perico y Marica, publicadas de manera anónima en 1788, por su modelo conversacional dentro de la evolución del género dialogado. Se desarrolla durante el siglo XVIII un periodismo de opinión que propagaba las ideas ilustradas, cuyas implicaciones dependen de las respectivas convenciones de los géneros literarios utilizados, como ocurre en este modelo conversacional del diálogo dieciochesco.

Este artigo se propõe a apresentar a relação entre Mikhail Bakhtin e Viktor Frankl sobre o tema do ato responsável, com um breve aporte teórico acerca da temática. Inicia expondo se é possível um diálogo entre os dois pensadores, mesmo em áreas de conhecimento distintas, além disso, propõe quatro pontos fundamentais sobre o sentido do ato responsável, a partir da teoria Bakhtiniana, sendo eles: unicidade, responsividade, concreticidade e relacionalidade, num contraponto com o pensamento frankliano sobre o sentido da vida. Pode-se concluir que é possível a convergência do pensamento entre os dois teóricos e sua pertinência para a atualidade.

O texto explora a dinâmica do diálogo entre influenciadores digitais de moda e seguidores no Instagram, destacando a utilidade dessa relação no consumo de moda. Para os influenciadores, a interação é uma fonte de inspiração, evidenciada por feedbacks e engajamento dos seguidores. Os seguidores têm os influenciadores como referência de moda, especialmente em compras de moda acessível e réplicas, dada a disparidade econômica entre as classes brasileiras. A pesquisa, realizada por meio de netnografia, revela que o Instagram é a principal plataforma para essa interação, apesar de seus pontos fracos. Estratégias são implementadas para superar essas limitações, como o uso de outras plataformas, clubes de leitura e encontros presenciais. Para os influenciadores menores, o Instagram se assemelha a uma ferramenta de marketing de relacionamento, enquanto para os mega influenciadores é percebido como uma versão atualizada da televisão. O artigo chama a atenção para a importância de as marcas valorizarem influenciadores que saibam estabelecer diálogo com seus seguidores, uma vez que o diálogo é uma força vital na criação de significado e coesão na sociedade globalizada, e nem todos os influenciadores conseguem realizá-lo adequadamente.

Dopo essere stata un fondamentale pedagogico, al centro di numerosi studi e ricerche, la categoria della cura oggi pare, invece, tornata ad essere quell’invisibile presenza, incapace – secondo l’attuale logica del profitto – di rispondere alle grandi sfide della società. Al contrario, proprio perché la cura in pedagogia è, innanzitutto, cura-della-formazione-umana dell’uomo, il contributo presenta una riflessione sull’attualità della pedagogia della cura, sia sul fronte teoretico che su quello pratico-riflessivo, in particolare rispetto all’agire educativo e didattico. Poiché l’esercizio della cura è connaturato alla pratica sociale, tra le esperienze di cura che sono fondamento della civiltà, vi è il dialogo. Questo si configura come la pratica per eccellenza di cura del sé, dell’altro e del pianeta, contribuendo alla formazione di quell’uomo planetario, capace di stare nello spazio dell’incontro, dove la comunicazione – nella sua forma dialogica, aperta e ironica – ridefinisce la forma mentis del soggetto verso un agire intenzionale, fondamentale alla costruzione di una società più democratica, critica e sostenibile.

O presente relato comunica experiências constituídas nos debates que ocorreram no “Fórum de estudos: leituras de Paulo Freire”, um evento itinerante que acontece no Rio Grande do Sul. Com periodicidade anual, ele se divide em círculos temáticos nos quais são discutidas questões pertinentes à educação das classes populares. Neste relato, discute-se a docência e os desafios dela, além das possibilidades existentes a partir de um viés popular. É preciso sensibilizarmo-nos de que a docência deve ser discutida de maneira crítica e radical a partir dos diferentes lugares ocupados pelos sujeitos. A universidade pode ser um desses locais, no momento em que efetiva a indissociabilidade entre ensino, pesquisa e extensão, de forma a criar espaços para que o diálogo, com as demandas, sobretudo das classes populares, aconteça, e que outros projetos de sociabilidade e formação humana sejam gestados.

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Copyright of Revista Iberoamericana de Evaluación Educativa is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia Escolar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The goal of this work is to present the various facets of João Edênio dos Reis Valle. The title, Edênio, a craftsman of dialogue in the weave of science and Faith, captures the essence of this exploration, serving as the guiding theme for the entire presentation on Father Edênio. Our methodology involved conducting interviews with individuals who either knew him closely (members of the same religious order) or encountered him across the diverse fields in which he made his mark. We delved deeply into Father Edênio's life within the Missionaries of the Divine Word, the foundation of his intellectual development, priestly formation, and his identity as a global citizen. Here, he laid the groundwork for his ideals, solidified his character, and honed his skill in dialogue. As a member of the Verbite congregation, he was deeply influenced by the teachings of the congregation's founders, Saints Arnold Janssen and Joseph Freinademetz. Father Edênio captivated others through his art of dialogue and solidarity. He was skilled in offering guidance, especially in turbulent times when critical decisions were needed amid uncertainty. The information on Father Edênio comes from interviews and personal experience, both as his student and colleague within the order. These interviews highlight the importance of his family roots, steeped in the traditions of Minas Gerais. What stands out most about Edênio is his unique approach: bridging faith and science. He embodied a faith that engaged in meaningful dialogue with a secularized society, rooted firmly in the sciences yet always in conversation with faith. [ABSTRACT FROM AUTHOR]

This article exposes the need to decolonize and transdiciplinar ethnography, the main objective of the research is to propose a strong transdiscipline and decolonization from the intercultural paradigm as ethical components to redesign new ethnographic approaches, and to promote epistemic and cognitive justice in the social sciences. The methodological process included an exhaustive documentary review, through a database in web pages and academic and scientific search engines. A proposal for participation in the construction of knowledge with the other through encounter, understanding epistemic diversity, and embracing complexity is proposed. Being aware of the thought processes, promoting a new type of collective consciousness; allowing the development of heterodox and critical epistemes. Recognizing at the same level of validity the information and knowledge of western social sciences and indigenous cognition and episteme, and in general all human epistemology. [ABSTRACT FROM AUTHOR]

Given that pedagogical activity is eminently discursive, this article seeks to provide conceptual elements that help to describe teachers' pedagogical discourse when teaching curricular contents. Working from the constructivist tradition and the cultural psychology approach, which uphold the social and cultural origin of human cognition, a discursive model is proposed that involves two dimensions: the dialogic-monologic and the narrative-paradigmatic. From the dialogic pole, teaching maintains the naturalness of a spontaneous conversation, intentionally including pedagogical elements that inquire into the students' comprehension of the information and promoting argumentation, participation and the extension of group discussion. From the narrative pole, teaching seeks to contextualize the thematic contents to help students to gain perspective and understand the course and intentionality of actions. Considering both perspectives of analysis, we propose a conceptual schema for studying the phenomenon of teaching in which we theoretically characterize the different types of pedagogical discourses that emerge when articulating these two dimensions. Finally, we point to future lines of research that could emerge from this proposal. [ABSTRACT FROM AUTHOR]

The recent appearance and massive user adoption of ChatGPT and related technologies is rapidly turning AI from what to most people was once merely a distant concern based in theoretical speculation into one of the most pressing and significant developments we are facing as individuals and as a society. In order to better navigate the abrupt changes we are experiencing, we must consider the history and broader context of AI, as well as spur a dialogue that involves as wide an array of voices as possible. This special issue seeks to contribute by offering a platform to scholars in psychology and the social sciences from which to share their unique perspectives and reflections, so that they may enrich our understanding of this global, urgent and multi-faceted phenomenon. [ABSTRACT FROM AUTHOR]

With the disruptive emergence of Artificial Intelligences in the production of knowledge, new questions arise about the role that these technologies should occupy within the different spheres through which the past is represented. This article examines ChatGPT's potential as a pedagogical tool for the development of historical thinking. For this purpose, we present the analysis of an interactive process around the historical event usually referred to as the Spanish Reconquista (711–1492). Through argumentative interventions, a dialogue is constructed in which the information provided by the AI is questioned, proving its ability to rectify and incorporate elements of historical thinking into its discourse. An ethical and multidisciplinary perspective is needed, which safeguards the responsible and beneficial use of these technologies in the construction and transmission of historical knowledge. [ABSTRACT FROM AUTHOR]

Citizen participation mechanisms refer to legally constituted dialogue spaces to deliberate or negotiate with public institutions. Here we offer the partial results of a broader investigation of these mechanisms against the government of Mexico between 2019 and 2022. The mechanisms that prevail in Mexico are indicated, with their main characteristics. [ABSTRACT FROM AUTHOR]