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Search Results: 1 - 10 of 332 matches for " Evaldo; "
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O argumento do criador do conhecimento em Nietzsche
Sampaio, Evaldo;
Kriterion: Revista de Filosofia , 2007, DOI: 10.1590/S0100-512X2007000100006
Abstract: this essay proposes to identify the knowledge maker's argument in nietzsche's philosophy. based on this, it is neither intended to reduce the argument to nietzsche, nor the latter to the first. identifying them in this study means to lead them to converge into elements which make them almost undistinguished, claiming that such similarity already predicts their differences. it is planned with such procedure to intensify the creative aspect of nietzsche's philosophy, as well as to suggest a new scope for our intellectual capacity by taking a connection between knowing and creating as a matter of human condition itself.
Política e linguagem em Rousseau e Condillac
Becker, Evaldo;
Kriterion: Revista de Filosofia , 2011, DOI: 10.1590/S0100-512X2011000100003
Abstract: my aim in this paper is to present some aspects of the debate which rousseau and condillac had concerning the origins and functions of language -a debate originating for the most part in the 4th and 5th decades of the eighteenth century. i intend to single out the main similarities and divergencies seen in the writings of those two authors, with especial regard to the relations established by them between language and politics. it should be noted that the main text by condillac under analysis here is the essai sur l'origines connaissances humaines, published in 1746, which rousseau, writing in the discurs sur l'origine et le fondement des inegalités parmi les hommes, acknowledges as the source of his first thoughts on the question of the origin of languages. as for rousseau's writings, it should be stressed that my analysis focuses, above all, on the discurs sur l'inegalité and the essai sur l'origine des langues.
Taenia taeniaeformis: aspectos da rela??o hospedeiro-parasita
Nascimento, Evaldo;
Memórias do Instituto Oswaldo Cruz , 1982, DOI: 10.1590/S0074-02761982000300009
Abstract: cats expel proglottids of taenia taeniaeformis twenty days after infection of cysticercus fasciolares obtained from rats infected 2,5 months earlier with viable eggs. the humoral immunological response of cats and rats was detected in the second week after infection and the peaks of circulating antibodies occurred in the fourth and fifth weeks, respectively.
A política e as bases do direito educacional
VIEIRA, EVALDO;
Cadernos CEDES , 2001, DOI: 10.1590/S0101-32622001000300002
Abstract: taking education as a mediation element, this essay refers to the relationship among society, state and law. it begins defining distinct and remarkable moments of social policy in the xxthcentury, in brazil: 1) social policy as a control upon politics (1930-1954); 2) social policy as control policy (1964-1988); 3) social policy with no social rights (from 1988 on). the ideas of civil society, citizenship, civil, political and social rights are then reviewed to characterize the so-called democratic rule of law and pinpoint some basic elements of democracy. the 1988 federal constitution establishes the democratic rule of law and clarifies the educational policy to be implemented in brazil. based on the numberless articles throughout the constitutional text and on their connection to international treaties, in the field of education, that either precede, are contemporary or follow its promulgation, this educational policy is widely commented. as a matter of fact, the federal constitution reinforces the juridical tradition of education in the brazilian constitutional texts, thus assuming its constitutionality. actually, through different articles scattered within it, the 1988 constitution defines the juridical regulation of education, transforming it into a subjective public right. this is a crucial point, since brazilians have the right to petition the state for education, as the competent authorities cannot be exonerated from their liability. this essay shows that the educational law goes beyond a mere exposition of the teaching legislation, inasmuch as education becomes an individual and collective, juridical asset, even though the constitutional determinations are not always enforced.
Princípios do Direito da Guerra
Becker, Evaldo;
Trans/Form/A??o , 2011, DOI: 10.1590/S0101-31732011000100009
Abstract: rousseau's principles of the right of war were meant to be placed in the second part of the greatest work planned by him, which would have been called political institutions. in this text, rousseau develops a thorough analysis concerning the right of war, in order to oppose the positions stated by hobbes and grotius, which, according to him, did everything they could to please the powerful and deprive the peoples of their rights, favoring despotism and violence.
Niilismo e política em Leo Strauss
Sampaio, Evaldo;
Trans/Form/A??o , 2012, DOI: 10.1590/S0101-31732012000100008
Abstract: the aim of this article is to think about the possibility of political philosophy, taking leo strauss's work as a point of departure. it examines why contemporary nihilism - in its most widespread and sometimes hidden personifications - prevents the achievement, and even the existence, of a reflection on the nature of political things. assuming that strauss's reflections on "natural right" are as much the key to understanding "the central problem of political philosophy" as to confronting strauss's principal opponents, this article analyzes the meaning and the plausibility of strauss's critique of the motives that lead us to nihilism and, if these prove to be appropriate, to indicate how a "rebirth of classical political philosophy" could reconduct us to a philosophical meditation on the good life, what is good, the best society, and "how man must live".
Para Maurício Tragtenberg
Vieira Evaldo
Educa??o & Sociedade , 1999,
Abstract:
Similitudes entre as filosofias de Rousseau e Plat o
Evaldo Becker
Princípios : Revista de Filosofia , 2011,
Abstract: This article deals with some similitudes that may be perceived between the works of Jean-Jacques Rousseau and those of Plato. We intend to examine mainly the existent resemblances concerning eloquence and the power of discourse, as much as they have political actions as their ends. We aim at demonstrating that both authors attribute both positive and negative traits to discourse and eloquence. In order to achieve these goals, we shall use mainly the works Essay on the origin of languages and Discourse on the origin of inequality, by Rousseau, and Phaedrus and Gorgias, by Plato.
O Sachs da foto
Evaldo Vieira
Pro-Posi??es , 2008, DOI: 10.1590/s0103-73072008000100006
Abstract:
A política e as bases do direito educacional
VIEIRA EVALDO
Cadernos CEDES , 2001,
Abstract: Este ensaio alude à rela o entre sociedade, Estado e direito, tendo como elemento mediador a educa o. Inicialmente, faz-se a exposi o dos momentos distintos e marcantes da política social no século XX no Brasil: o primeiro período: a política social como controle da política (1930-1954); o segundo período: a política social como política de controle (1964-1988); o terceiro período: a política social sem direitos sociais (depois de 1988). Em seguida, passam-se por exame as idéias de sociedade civil; de cidadania; de direitos civis, políticos e sociais; caracterizando o chamado estado de direito democrático e indicando alguns elementos básicos da democracia. A Constitui o Federal de 1988 consagra o estado de direito democrático e explicita a política educacional a ser implementada no Brasil. Tal política educacional é amplamente comentada, levando em conta os inúmeros artigos do texto constitucional e seus vínculos com tratados internacionais, anteriores, contemporaneos e posteriores a ela, no campo educacional. Além disso, a Constitui o Federal refor a a tradi o jurídica da educa o nos textos constitucionais brasileiros, dando a ela a presun o de constitucionalidade. Na verdade, a Constitui o de 1988 estabelece o regime jurídico da educa o, por meio de diferentes artigos espalhados ao longo dela, convertendo-a em direito público subjetivo, o que é fundamental, porque os habitantes do Brasil têm direito de requerer ao Estado a presta o educacional, sob pena de ser responsabilizada a autoridade competente para oferecê-la. Há no ensaio a demonstra o de que o Direito Educacional n o se limita à simples exposi o da legisla o do ensino, pois a educa o é um bem jurídico, individual e coletivo, embora as determina es constitucionais nem sempre sejam cumpridas.
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