Abstract Research that goals to recognize and evaluate the behaviors of Syndrome of teachers from the Industrial Engineering department of a Higher Education Institution. The problem was identified that there were no prior evaluations to identify opportunities for improvement in mental health and the work environment of the teaching staff. A questionnaire based on Maslach, et. al; (1986) and Seisdedos, (1997), which is designed with 22 items, for the Burnout syndrome variable, which measures 3 sub variables: emotional exhaustion (9 items), depersonalization (5 items) and personal fulfillment (8 items), which They respond to a six-point Likert-type scale. The study was quantitative of a descriptive cross-sectional type (Hernández, et. al; 2010). For application to a sample of n=31 teachers. It was found that the subscale with the lowest value is: Personal fulfillment (37.35) and the behaviors with the highest priority to address are: I deal very well with the problems that my students present to me = 4.03 (Maslach, et. al; 1986), I can easily understand what my students think = 4.23 (Maslach, et. al; 1986) and I find myself with a lot of vitality = 4.55 (Maslach, et. al; 1986). The institution will carry out an analysis of the behaviors and causes to prevent and a proposal for the improvement of the studied indices.

Resumen Investigación con el objetivo de identificar y valorar los comportamientos del Síndrome en docentes de Ingeniería Industrial (departamento) de una Institución de Enseñanza Superior. Se identificó el problema de que no existían evaluaciones previas para identificar oportunidades de mejora en la salud mental y el ambiente laboral de la plantilla docente. Se aplicó un cuestionario basado en Maslach, et. al; (1986) y Seisdedos, (1997) que está diseñado con 22 ítems, para la variable síndrome de Burnout, que mide 3 subvariables: agotamiento emocional (9 ítems), despersonalización (5 ítems) y Realización personal (8 ítems), los cuales responden a una escala tipo Likert de seis puntos. El estudio fue cuantitativo de tipo descriptivo transversal (Hernández, et. al; 2010). Para la aplicación a una muestra de n=31 docentes. Se encontró que la subescala con menor valor es: Realización personal (37.35) y los comportamientos con más prioridad a atender son: Me enfrento muy bien con los problemas que me presentan mis alumnos = 4.03 (Maslach, et. al; 1986), Puedo entender con facilidad lo que piensan mis alumnos = 4.23 (Maslach, et. al; 1986) y Me encuentro con mucha vitalidad = 4.55 (Maslach, et. al; 1986). La institución realizará un análisis de los comportamientos y causas para prevenir y una propuesta para la mejora de los índices estudiados.

In response to the growing number of people requiring access to higher education, the student numbers at distance education institutions grew significantly over the last decade (Unisa 2013; 2020). Unfortunately, many students who enrol at open distance learning institutions are not ready for the demands of distance e-learning. More than half of students enrolled at the open distance learning institution where this study was done drop out and the reasons have been well researched (Joubert and Snyman 2018; Mashile, Fynn, and Matoane 2020). It seems that universities' responses to Sustainable Development Goal 4 (SDG 4.3 - equal access to technical, vocational and higher education) (Unesco 2021) may unintentionally have created new vulnerabilities for the very group of people they have targeted for progress to end poverty, hunger and discrimination. As nearly a third of all students in South Africa are enrolled at Africa's largest open distance learning institution (Unisa 2018), it becomes crucial not only to increase access, but simultaneously to prioritise student retention and academic performance. This raises the question: How can and should lecturers teaching at distance-education institutions optimise the online teaching and learning environment in order to bridge the gap between access targets and academic performance targets? Following an autoethnographic research design, I share my own experiences of teaching two year-modules of the Bachelor of Education (B.Ed) Foundation Phase programme offered via a continuous assessment (CA) approach. Two theoretical frameworks, namely the socio-critical model of Subotzky and Prinsloo (2011, 184), and Luna's (2018) theory of layers of vulnerability guided my understanding of the challenges associated with distance learning as well as my research design. My study reveals that the promise of CA does not always convert to optimal performance, and that contextual factors in distance education have a powerful impact on academic achievement despite the effort made by lecturers.

Despite a century of professional development in youth ministry, the American church continues to face generational attrition. This article explores this paradox, employing practical theology to scrutinise the historical praxis and philosophies shaping 20th-century youth ministry. I have taken Nel's work on inclusive missional ecclesiology as my basic point of departure, analysing four interconnected 'texts': Ecclesiological perspective, a historical review of youth ministry evolution, adolescents' developmental locus within congregations, and a qualitative study featuring interviews with members from seven American churches involved in youth ministry. The investigation highlights the necessity for a paradigm shift in youth ministry from an exclusive programme to a more inclusive missional approach. It urges recognising adolescents as equals in congregational life, fostering an environment that not only retains but also nurtures them as indispensable community members. By adhering to this reformed vision, the church can address the persistent crisis of generational attrition effectively, encouraging the collaborative growth of the American church with the active participation of its adolescent members. It suggests a path forward that sees youth not as future church, but active contributors to the contemporary church ecosystem. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: This research guides churches in considering the theological, sociological, and developmental implications of adolescent inclusion through the lens of missional ecclesiology, suggesting adolescent inclusion is critical to contextual missional praxis.

The paper explores distinctive ways in which Kopano Matlwa's novel Evening Primrose (2018) employs continuities and discontinuities between surface-level literary expression and underlying identity and cultural literacy. It is a desktop study centred on Kopano Matlwa's novel Evening Primrose (2018) as a primary text, as well as of secondary expository texts for theoretical and earlier literary commentary that constitute the article's conceptual matrix. I demonstrate how the author's thematic manoeuvring challenges notions of determinist culture and official mapping as fixed, as well as espouse conceptions of globalism that accommodate identity and cultural heterogeneity. As I discuss stylistic dimensions of the narrative from the vantage point of the theory of ecocriticism, I include the tenets of Es'kia Mphahlele's concept of African humanism as well as the concepts of 'borderland', 'code-switching' and 'integration literacy'. My findings have led to the conclusion that the novelist's discourses are encoded in the texture of the novel in ways that portray the South African post-apartheid milieu as informed by an intricate intersection of distinctive identity and cultural literacies that the various characters display. My scrutiny of the environment-adoptive cognitive processes in the mind of Matlwa's characters has led to a novel analogy between integration identity and cultural literacy and unitary grammar, reached psycholinguistically through code-switching. CONTRIBUTION: This study provides new insights into how the novelist Kopano Matlwa employs literary discourse uniquely to explore South Africa's post-apartheid, evolving social psyche in ways that diagnostically assert alternative cultural identity intersections, readings and articulation. The paper plumbs beneath surface-level characterisation to externalise how key character categories of the novel under discussion do practicalise the potency of the post-apartheid context to forge a composite heterogeneity of cohabiting and mutually respecting cultures that have entered it. In novel ways, the theoretical matrix applied in the analysis of the novel galvanises a recognition of commonalities hitherto unidentified, mainly between tenets of originally Eurocentric ecocriticism and those of an Afrocentric African humanism. I compare the characters' successful creation of new cultural literacies, integrated with a new environment, to a successful integration of unitary grammar related to the linguistic process of code-switching. In this way, a new kind of relationship is projected between literary analysis and language learning.

RESUMO Defendo uma versão de sentimentalismo avaliativo segundo a qual (i) respostas afetivas são aparências de valor e (ii) juízos de valor podem repudiar ou assentir a essas aparências. O ponto de partida do meu argumento é a concepção enativa de afetividade de Giovanna Colombetti. De acordo com Colombetti, um ser afetivo é um que, por meio de sua atividade de produção de sentido, traça distinções significativas, permeadas de valores e, assim, produz um Umwelt (isto é, um ambiente que tem um significado específico para ele). Os elementos desse Umwelt impactam o ser afetivo como significativos e ser assim impactado é ter uma resposta afetiva. Nesse sentido, respostas afetivas podem ser caracterizadas como aparências de valor. Sustento que as aparências de valor são melhor compreendidas como percepções de affordances. Essa tese tem consequências para nossa compreensão de juízos de valor. Os conceitos avaliativos que são relevantes para nós devem corresponder a distinções que são significativas para nós. Assim, conceitos avaliativos relevantes devem capturar o significado de elementos do Umwelt que afetam o organismo. O resultado é que o significado que juízos de valor atribuem a seus objetos pode coincidir com o significado com o qual o objeto nos é apresentado em uma resposta afetiva. i (i ii (ii Colombetti sentido isto ele. ele . ele) afetiva affordances Assim organismo

ABSTRACT I argue for a version of evaluative sentimentalism according to which (i) affective responses are appearances of value and (ii) value judgments can repudiate or assent to these appearances. The starting point of my argument is Giovanna Colombetti’s enactive conception of affectivity. According to Colombetti, an affective being is one that through its sense-making activity enacts meaningful value-laden distinctions and, thus, brings forth an Umwelt (i.e., an environment that has a specific significance for it). The elements of that Umwelt strike the affective being as meaningful or valuable and to be thus struck is to be affected by those things. In that sense, affective responses can be characterized as appearances of value. I hold that appearances of value are best understood as perceptions of affordances. This view has consequences for our understanding of value judgments. The evaluative concepts that are relevant to us must map onto distinctions that are meaningful to us. As such, relevant evaluative concepts must capture the significance of the elements in the Umwelt that affect the organism. The upshot is that the significance value judgments ascribe to their objects can coincide with the meaning with which the object is presented to us in an affective response. i (i ii (ii Colombettis Colombetti s affectivity sensemaking sense making valueladen laden i.e., ie e (i.e. it. it . it) things affordances such organism response i.e. (i.e i.e

RESUMO A recente publicação de Faria tem como objetivo demonstrar que, “se o anti-individualismo estiver correto, então a obscuridade da validade é mais ampla do que necessitamos presumir para os objetivos atuais.” Através da rejeição de “uma variedade de movimentos exculpatórios, projetados para blindar a racionalidade de um pensador possivelmente azarado,” Faria sugere que o externalismo de conteúdo pode afetar drasticamente nossa autocompreensão como seres racionais. Temo que tenha que discordar. Faria superintelectualiza o pensamento, sempre performado da perspectiva de primeira pessoa e é sujeito ao controle reflexivo pelo pensador. Para ter certeza, o externalismo de conteúdo mostra que um pensamento saudável é contingente no amplo ambiente e, assim, não depende exclusivamente das habilidades lógicas do ser vivo, mas é uma questão de sorte lógica. Apesar disso, o externalismo de conteúdo não é ameaça à racionalidade. Meu diagnóstico: através da adoção da estratégia de Wittgenstein de “trazer as palavras de volta pra casa”, Faria negligencia as conquistas da ciência cognitiva: na sua forma mais simples, a “inferência transitiva,” a racionalidade pervade o reino animal. se antiindividualismo anti individualismo correto atuais. atuais exculpatórios azarado, azarado racionais discordar certeza assim vivo lógica disso diagnóstico trazer casa, casa , casa” cognitiva simples inferência transitiva, transitiva animal

ABSTRACT Faria’s recent publication aims to show that “if anti-individualism is correct, then the obscurity of validity is more widespread than we need to assume for present purposes.” In rejecting “a variety of exculpating moves, designed to shield the rationality of the possibly unlucky reasoner,” Faria suggests that content externalism can drastically affect our self-understanding as rational beings. I am afraid I have to disagree. Faria overintellectualizes reasoning, always performed from the first-person perspective and is subject to reflexive control by the reasoner. To be sure, content externalism shows that sound reasoning is contingent on the broad environment and therefore does not depend exclusively on the logical abilities of the living being but is a matter of logical luck. Nonetheless, content externalism is no threat to rationality. My diagnosis: By adopting Wittgenstein’s strategy of “bringing words back home,” Faria overlooks the achievements of cognitive science: in its simplest form, “transitive inference,” rationality pervades the animal kingdom. Farias s if antiindividualism anti individualism correct purposes. purposes moves reasoner, reasoner selfunderstanding self understanding beings disagree firstperson first person sure luck Nonetheless diagnosis Wittgensteins Wittgenstein bringing home, home science form transitive inference, inference kingdom

The study reflects on the challenges I, as the researcher, experienced during the implementation of proctored examinations as a novice academic in a higher education institution (HEI). Through self-reflection, I explored and critiqued my biases, preferences, perceptions and preconceptions, as I navigated proctored examinations as an academic and how they impacted my well-being and resilience. Auto-ethnography was used as the qualitative research design to explore and critique my transformational experiences. Auto-ethnography is experience-based, explores only one problem and it is not continual. The nature, extent, and significance of emotions I experienced were recorded in the form of e-mails, Microsoft teams meeting recordings and data relating my emotions and any other reflections were shared/expressed in my interaction with colleagues. I retrospectively and selectively wrote in my journal about "epiphanies" that I perceived to have significantly impacted my performance and the ultimate results of students. I used constructivist grounded theory principles to analyse my reflections and found that the challenges stemmed from a lack of preparedness, impulsive skilling process in facilitating a proctored examination, increased emotionality, and depletion of collaboration as potential risks. The process provided me with new ways of understanding what it means to learn and function during a time of disruptive change. Ensuring and maintaining academic honesty and integrity in any learning environment is vital and significant and requires educational innovation that replaces existing methodologies and modes of knowledge transmission, by providing new alternatives for teaching, learning and assessment. The authors' focus might be secondary in the minds of many social scientists who are directly contributing to our understanding of novice academics experiences in implementing the proctored examination. However, despite some limitations and ethical concerns, I urge qualitative researchers to embrace the focus on the adaptation-based approach to the resilience of novice academics in the implementation of proctored examinations.

This work is situated at the interface of three contemporary sociological debates: youth, masculinities, and the 'world of crime.' Starting from na ethnographic research with young people undergoing socio-educational measures in an open environment in São Carlos (a city located  in the interior of São Paulo), I propose a reflection on the category 'subject-man.' Considering the perspective that there are multiple performances of masculinities, my focus is to explore how the elements of these masculinities permeate practices, sociability, and experiences in the “world of crime” (FELTRAN, 2008a). To do this, I will explore the category of “subject-man” as a specific case of this joint thinking. The “subject-man” is a young adult who evokes signs of respect, humility, proceder, and responsibility in carrying out his performance.

Este trabalho se insere na interface de três debates sociológicos contemporâneos: juventudes, masculinidades e “mundo do crime”. Partindo de uma pesquisa etnográfica com jovens em cumprimento de medidas socioeducativas em meio aberto em São Carlos (cidade do interior de São Paulo), proponho uma reflexão acerca da categoria  “sujeito-homem”. Considerando a perspectiva de que existem múltiplas performances de masculinidades, o meu foco é refletir em como os elementos dessas masculinidades atravessam as práticas, sociabilidades e experiências no “mundo do crime” (FELTRAN, 2008a). Para isso, irei explorar a categoria de “sujeito-homem” como um caso específico desse pensamento conjunto. O “sujeito-homem” é um jovem adulto, que  evoca signos de respeito, humildade, proceder e responsabilidade ao realizar sua performance.

ABSTRACT Although it has become vital for the social sciences to study the phenomenon of climate skepticism (or denial), the majority of studies reviewed have overlooked its cultural dimensions. The aim of this article is to identify the climate change imaginaries that are constructed and circulated in the Watts Up With That? Facebook group, and the narratives that are used to sustain them discursively. By means of an analysis of group posts and discussions, I show that these nurture a skeptical discourse in which a few recurrent themes create a polarized moral landscape, and are discussed in an environment of self-legitimization and rejection of the official scientific discourse. As my main conclusion, I propose that climate change denial represents a defense of the status quo, and constructs an environmental imaginary which is based on the separation between human beings and nature, and on the Enlightenment narrative of infinite progress.

RESUMEN Aunque se ha vuelto sumamente importante estudiar el fenómeno del escepticismo (o negacionismo) climático desde las ciencias sociales, la mayoría de los estudios revisados descuidan sus dimensiones culturales. El objetivo de este artículo es individuar los imaginarios que se construyen y circulan sobre el cambio climático en el grupo de Facebook "Watts Up With That?" y las narrativas que se utilizan para sostenerlos discursivamente. A través de un análisis de las publicaciones y discusiones en el grupo, muestro que estas alimentan un discurso escéptico en el que algunos temas recurrentes crean un panorama moral bastante polarizado, y se discuten dentro de un entorno de autolegitimación y rechazo del discurso científico oficial. Como conclusión principal, propongo que el negacionismo climático representa una defensa del statu quo vigente, y construye un imaginario ambiental basado en la separación entre seres humanos y naturaleza, y en la narrativa ilustrada del progreso infinito.

Resumo Neste ensaio propomos a noção de “modo gráfico autoficcional”; estratégia poética e narratológica empregada pela cartunista chilena Marcela Trujillo, cujo alter ego é “Maliki”, autora de Diario oscuro, e pela cartunista norte-americana Alison Bechdel, com sua graphic novel autoficcional Are You My Mother? Nossa hipótese sustenta que o objetivo por trás do uso do modo gráfico autoficcional e da exposição da intimidade familiar se constituiria como uma transgressão das normas genealógico-filiais estabelecidas entre mães e filhas, o que permitiria reinscrever o eu narrativo a partir de posições-sujeito múltiplas e cambiantes, imbuídas do desejo de “se tornar autoras”, ou seja, como pessoas que se representam enquanto criadoras das suas próprias histórias de vida, realizando com o desenho e a palavra suas próprias subjetividades encarnadas, reflexivas e críticas consigo mesmas, com ambiente e com uma matriz genealógica própria. autoficcional” Trujillo Maliki, Maliki , “Maliki” oscuro norteamericana norte americana Bechdel Mother genealógicofiliais genealógico filiais filhas posiçõessujeito posições sujeito cambiantes autoras, autoras autoras” seja vida encarnadas mesmas própria “Maliki

Abstract In this essay, we put forward the notion of “graphic autofictional mode”, a poetic and narratological strategy deployed by both the Chilean cartoonist Marcela Trujillo, whose alter ego is “Maliki”, author of El Diario Oscuro, and by the American cartoonist Alison Bechdel, with her graphic autofiction novel Are You My Mother?. Our hypothesis posits that the objective behind the use of the graphic autofictional mode, and the exposure of family intimacy, would be a transgression of the genealogical-filial norms established between mothers and daughters, which would allow the narrative self to be re-inscribed from multiple and shifting subject-positions, imbued with the desire to “become authors”, that is, as people who represent themselves as the creators of their own life stories, performing, as image and word, their own embodied, reflexive subjectivities, which are critical of themselves, their environment and their own genealogical matrix. essay mode , mode” Trujillo Maliki, Maliki “Maliki” Oscuro Bechdel Mother. Mother . Mother? intimacy genealogicalfilial filial daughters reinscribed re inscribed subjectpositions, subjectpositions subject positions, positions subject-positions become authors, authors authors” stories performing word embodied subjectivities matrix “Maliki

Resumen En el presente ensayo proponemos la noción de “modo autoficcional gráfico”; estrategia poética y narratológica desplegada por la historietista chilena Marcela Trujillo, cuyo alter ego es “Maliki” autora de El Diario Oscuro, y por la dibujante norteamericana Alison Bechdel, con su novela gráfica autoficcional Are You My Mother?. Nuestra hipótesis sostiene que el objetivo detrás de la utilización del modo autoficcional gráfico, y de la exposición de la intimidad familiar se constituiría como una transgresión de las normativas genealógico-filiales establecidas entre madres e hijas, lo que permitiría reinscribir al yo narrativo desde posiciones-sujeto múltiples y cambiantes, imbuidas por el deseo de “devenir autoras”, es decir, como personas que se representan a sí mismas como las creadoras de sus propias historias de vida, performando, en tanto dibujo y palabra, sus propias subjetividades corporizadas, reflexivas y críticas consigo mismas, con el entorno y con su propia matriz genealógica. gráfico gráfico” Trujillo Maliki “Maliki Oscuro Bechdel Mother. Mother . Mother? genealógicofiliales genealógico filiales hijas posicionessujeto posiciones sujeto cambiantes devenir autoras, autoras , autoras” decir vida performando palabra corporizadas genealógica

Abstract This article presents part of the results obtained in my PhD research in Pedagogy carried out at the UNAM. The objective of this research was to investigate the potential of the arts in feminist projects with children, to delve into their theoretical and methodological pedagogical foundations, as well as locate its complexities and limits. For this, a pedagogical intervention project was carried out with 24 fourth-grade boys and girls from Virgilio Uribe Elementary School located in the town of San Juanico Nextipac, in Iztapalapa, CDMX, one of the delegations with the highest rates of gender violence. An alterotopy at school, in which the heart was constituted by two laboratories of artistic experimentation, one from dramatization and the other from creative reading and writing. Both spaces were thought from the methodological coordinates of Research Based on the Arts (IBA) (Barone y Einser, 2006), feminist pedagogies (Maceira, 2007) and the new perspectives of childhood (Gaitán, 1990; Qvortrup, 1992; Medina, 2016). These laboratories constituted significant pedagogical scenarios for gender unlearning (Camnitzer, 2017; Deleuze y Guattari, 2009). On the one hand, they allowed children to express themselves in a real listening environment -according to their own words- on the other, these laboratories allowed them to “inhabit difference” and from there experience another way of bonding outside of the expectations of the stereotypes of gender and finally they constituted spaces to imagine other possible scenarios, other endings to the situations of violence and inequality that the characters in the stories presented to them and that were a pretext to reflect their own stories.

Resumen El presente artículo presenta parte de los resultados obtenidos en mi investigación de Doctorado en Pedagogía realizada en la UNAM. Su objetivo fue indagar sobre las potencialidades de las artes en proyectos feministas con infancias, profundizar en sus fundamentos pedagógicos teóricos y metodológicos, así como ubicar sus complejidades y límites. Para ello, se realizó un proyecto de intervención pedagógica en la primaria Virgilio Uribe en Iztapalapa, una de las delegaciones con mayores índices de violencia de género. El corazón de esta intervención lo constituyeron dos laboratorios de experimentación artística, uno desde la dramatización y otro desde la lectura y escritura creativa. Ambos espacios se pensaron desde las coordenadas metodológicas de la Investigación Basada en las Artes (IBA) (Barone y Einser, 2006), las pedagogías feministas (Maceira, 2007) y las nuevas perspectivas de las infancias (Gaitán, 1990; Qvortrup, 1992; Medina, 2016). Estos laboratorios constituyeron escenarios pedagógicos significativos para los desaprendizajes de género (Camnitzer, 2017; Deleuze y Guattari, 2009). Estos espacios permitieron “habitar la diferencia” y desde ahí vivenciar otra forma de vincularse fuera de las expectativas de los estereotipos de género y finalmente constituyeron espacios para imaginar otros escenarios posibles, otros finales a las situaciones de violencia y desigualdad que las y los personajes de los cuentos les presentaron y que fueron un pretexto para espejear sus propias historias.

Abstract: In the context of my project to justify the ethical dimension of Hermeneutics, in this article I will propose answers to the central question around which Plato’s Filebo dialogue is articulated, namely, “what is the state and disposition of the soul (hexis kai diathesis)? that can grant men a happy life? Is it for knowledge, or for pleasure?” From the clues proposed in the dialogue, I will develop the notion of a good and happy life as a process and result of the correct mixture between knowledge and pleasure. Under the aegis of Gadamerian hermeneutics, taken as an ethical praxis, the objective is to substantiate the thesis that happiness is the result of the virtuous circularity between knowledge and pleasure as opposed to the vicious circularity that implements unhappiness, establishes a slave life that implies the personal, social and environmental destruction. I will do this by explaining, initially, the type of ontology and the rationality proper to dealing with the good and happy life combined with pleasure; this will make it possible to indicate clues of the appropriate alchemy - through dialogical-phronetic investigation - between knowledge and pleasure to establish a good and happy life. Finally, the original contribution of this reflection lies in proposing criteria to assess whether the mixture was well done by presenting the implications of the vicious circularity and corollaries of the virtuous circularity between knowledge and pleasure. I will show that vicious circularity fosters unhappiness, while virtuous circularity enables the creation of a good and happy life in individual and social terms, in addition to establishing a harmonious relationship and integration with the environment. Abstract Hermeneutics Platos Plato s articulated namely what hexis diathesis diathesis) pleasure? hermeneutics praxis unhappiness personal destruction explaining initially dialogicalphronetic dialogical phronetic Finally terms environment

Resumo: No contexto do projeto do autor, no sentido de justificar a dimensão ética da Hermenêutica, neste artigo, propõem-se respostas à pergunta central em torno da qual se articula o diálogo Filebo de Platão, a saber, “qual o estado e a disposição da alma (hexis kai diathesis) que pode outorgar aos homens uma vida feliz? É pelo conhecimento, ou pelo prazer?”. A partir das pistas propostas no diálogo, será desenvolvida a noção de vida boa e feliz como processo e resultado da mistura correta entre o conhecimento e o prazer. Sob a égide da hermenêutica gadameriana, tomada enquanto práxis ética, objetiva-se fundamentar a tese de que a felicidade é fruto da circularidade virtuosa entre o conhecimento e o prazer, em contraposição à circularidade viciosa que implementa a infelicidade, instaura uma vida escrava, a qual implica a destruição pessoal, social e ambiental. Isso se fará, explicitando-se, inicialmente, o tipo de ontologia e a racionalidade própria para lidar com a vida boa e feliz conjugada com o prazer, possibilitando serem indicadas pistas da alquimia apropriada - mediante a apuração dialógico-phronética - entre o conhecimento e o prazer, para instaurar a vida boa e feliz. A contribuição original desta reflexão reside em propor critérios para aferir se a mistura foi bem feita, através da apresentação de implicações da circularidade viciosa e corolários da circularidade virtuosa entre o conhecimento e o prazer. Mostrar-se-á que a circularidade viciosa fomenta a infelicidade, ao passo que a virtuosa faculta a criação de uma vida boa e feliz, em termos individuais, sociais, além de instaurar uma relação harmônica e de integração com o meio ambiente. Resumo autor Hermenêutica artigo propõemse propõem Platão saber hexis diathesis prazer . prazer?” gadameriana objetivase objetiva infelicidade escrava pessoal ambiental fará explicitandose, explicitandose explicitando se, explicitando-se inicialmente dialógicophronética dialógico phronética feita Mostrarseá Mostrar á individuais sociais ambiente prazer?

RESUMEN: Desde los años 80 hay una fascinación por el tema del profesor reflexivo/investigador. Sin embargo, poco se dice que esa discusión es parte de otra con mayor alcance. Siguiendo la tradición de la teoría crítica de la sociedad, se discurre sobre algunos presupuestos teórico-metodológicos para reflexionar sobre la práctica docente y la coyuntura escolar desta autora. La violencia y la indiferencia inherentes al proceso civilizador del cual la educación hace parte, y el enfrentamiento de las contradicciones entre el ser y el “deber ser” docente como un antídoto a la reproducción de la barbarie, son centrales. Se utilizaron registros y memorias del periodo de iniciación a la docencia e inserción al ambiente de trabajo (años 2019 y 2020), con atención a mi quehacer docente y un “deber ser profesora” latente en el cotidiano escolar, en sus interconexiones con aspectos sociales y culturales. En el trabajo de elaboración (cognitiva y afectiva) de la experiencia, la poca racionalidad imperante en el espacio escolar fue uno de los puntos clave de análisis, revelándose: en la insistencia en la retorica y los postulados educacionales, al precio de negación de la realidad; en la predominancia del principio de concurrencia, sobre todo entre pares y con singularidades que se refieren a cuestiones de género; y en la dificultad de enfrentarse a la violencia en las clases de educación física. Se cierra con algunas conjeturas sobre la autorreflexión docente, especialmente sobre la urgencia de que en este proceso el principio ético-político se superponga a objetivos puramente instrumentales/performáticos. RESUMEN 8 reflexivoinvestigador reflexivo investigador reflexivo/investigador embargo alcance sociedad teóricometodológicos teórico metodológicos autora deber barbarie centrales 201 2020, 2020 , 2020) profesora culturales cognitiva afectiva experiencia análisis revelándose educacionales realidad concurrencia género física éticopolítico ético político instrumentalesperformáticos instrumentales performáticos instrumentales/performáticos 20 202 2

ABSTRACT: Since the 1980s there has been a certain fascination with the theme of the reflective/researching teacher. Little is said, however, that this discussion is part of a larger one, which criticizes positivism and rationality. Following the tradition of Critical Social Theory, some theoretical and methodological assumptions were discussed in order to then reflect on the teaching practice and the school context in which this author is inserted. Violence and indifference as inherent to the civilizing process, of which education is part, and the confrontation of the contradictions between the teacher’s being and “must be” as an antidote to the reproduction of barbarism, appear as central themes. The use of records and memories of the period of initiation to teaching and insertion in the work environment (years 2019 and 2020) was made, with attention to my doing teaching and a latent “teacher must be” in daily school life, in its interconnections with social and cultural aspects. In the elaboration work (cognitive and affective) of the experience, the little rationality prevailing in the school space was one of the key points of the analysis, revealing itself, among others: the insistence on rhetoric and educational postulates, at the expense of denying reality; the predominance of the principle of competition, especially among peers and with singularities that relate to gender issues; and the difficulty of facing violence in physical education classes. It ends with some notes on teacher self-reflection, especially the urgency that the ethical-political principle overlaps merely instrumental/performative objectives in this process. ABSTRACT s reflectiveresearching reflective researching said however Theory inserted process teachers be barbarism themes years 201 2020 made life aspects cognitive affective experience analysis itself others postulates reality competition issues classes selfreflection, selfreflection self reflection, reflection self-reflection ethicalpolitical ethical political instrumentalperformative instrumental performative 20 202 2

RESUMO: Desde os anos 80, há certo fascínio pelo tema do professor reflexivo/pesquisador. Pouco se diz, contudo, que essa discussão é parte de uma com escopo maior, de crítica ao positivismo e à racionalidade. Seguindo a tradição da Teoria Crítica da Sociedade, discorreu-se sobre alguns pressupostos teóricos-metodológicos para então refletir sobre a prática docente e a conjuntura escolar em que esta autora se insere. A violência e a indiferença como inerentes ao processo civilizador de que a Educação faz parte, e o enfrentamento das contradições entre ser e “deve ser” docente como um antídoto à reprodução da barbárie, aparecem como temas centrais. Fez-se uso de registros e memórias do período de iniciação à docência e inserção no ambiente de trabalho (anos de 2019 e 2020), com atenção ao meu fazer docente e um “dever ser professora” latente no cotidiano escolar, em suas interconexões com aspectos sociais e culturais. No trabalho de elaboração (cognitiva e afetiva) da experiência, a pouca racionalidade imperante no espaço escolar foi um dos pontos chave da análise, se revelando, entre outros: na insistência na retórica e nos postulados educacionais, ao preço de negação da realidade; na predominância do princípio da concorrência, sobretudo entre pares e com singularidades que remetem a questões de gênero; e na dificuldade de se enfrentar a violência nas aulas de educação física. Encerra-se com alguns apontamentos sobre autorreflexão docente, especialmente a urgência de que nesse processo o princípio ético-político se sobreponha a objetivos meramente instrumentais/performáticos. RESUMO 80 reflexivopesquisador reflexivo pesquisador reflexivo/pesquisador diz contudo maior Sociedade discorreuse discorreu teóricosmetodológicos teóricos metodológicos insere deve barbárie centrais Fezse Fez 201 2020, 2020 , 2020) dever professora culturais cognitiva afetiva experiência análise revelando outros educacionais realidade concorrência gênero física Encerrase Encerra éticopolítico ético político instrumentaisperformáticos instrumentais performáticos instrumentais/performáticos 8 20 202 2

Abstract The COVID-19 pandemic has radically altered the ways of working, studying, and interacting globally, forcing people and communities to reinterpret their daily activities. This study analyzes the changes experienced by working mothers who began distance studies at an Argentine university during the second year of the pandemic. Results indicated how spaces and time were transformed, and gender inequalities deepened. The pandemic, above all, impacted the positions and negotiations that working mothers managed to establish to continue studying in a virtual university environment. In these cases, conquering time and space for learning is, at the same time, an act of acceptance and innovation as a woman. COVID19 COVID 19 COVID-1 globally activities transformed deepened all environment cases is woman COVID1 1 COVID-

Resumo A pandemia do COVID-19 alterou radicalmente as formas de trabalhar, estudar e interagir globalmente, forçando pessoas e comunidades a recriar os significados de suas atividades diárias. Este estudo analisa as mudanças vivenciadas por mães trabalhadoras que iniciaram seus estudos a distância em uma universidade argentina, durante o segundo ano da pandemia. Os resultados indicam como os espaços e tempos se transformam e as desigualdades de gênero se aprofundam. A pandemia, sobretudo, impactou as posições e as negociações que as mulheres mães conseguem estabelecer para continuar estudando em ambiente universitário virtual. Nesses casos, conquistar tempo e espaço para aprender é, ao mesmo tempo, um ato de aceitação e inovação como mulher. COVID19 COVID 19 COVID-1 trabalhar globalmente diárias argentina aprofundam sobretudo virtual casos é mulher COVID1 1 COVID-

Abstract: This article is part of a project on social justice and its objective here is twofold: to present the partial results of an ongoing research, which started in September, in 2019, to show evidence that translanguaging is only mentioned once by one of the research participants, which reinforces the need to approach it in educational environment and to illustrate the place of emotion, silence and meaning making towards social justice, through the analysis of a short film, seeking to expand studies on translanguaging. This is also justified by the fact that, undergraduate students majoring in Portuguese and English languages, understand translanguaging as the uses of diverse languages, but do not recognize trans-semiosis, emotion and silence as entangled in meaning making. It borrows views from García; Alves ( 2019), García; Wei ( 2014), García ( 2020), Blackledge; Creese ( 2011), Canagarajah ( 2013), Makalela ( 2015, 2016, 2017), Makalela; Dhokotera ( 2021), Nkadimeng; Makalela ( 2015) in dialogue with decolonial perspectives by Grosfoguel ( 2013), Menezes de Souza ( 2021), Mignolo; Walsh ( 2018), Maldonado-Torres ( 2007), Quijano ( 2007) and Southern theories by Santos ( 2018). Views on emotion are supported by Barcelos (2005) and Aragão ( 2011). Concerning silence, it draws on localized and meaningful aspects, as argued by Granger ( 2004) and King ( 2013). The methodology is qualitative and interpretive, assuming my intersubjectivity ingrained in the aforementioned theories, which also inform my locus of enunciation to analyze the film in question. The participants are all volunteers chosen according to the sequence of their affirmative responses to want to become informants of this research. This group is formed of five professors, (under)graduate students of languages from public Brazilian universities. Working on and/or studying at public universities was crucial for the criterion concerning the invitations. The instruments to generate data include online individual interviews and questionnaires. One question of each of these modalities is sent to the participants via WhatsApp and/or email per term. This is the penultimate one. The partial results reveal that translanguaging might gain potentials for experimentation, setting emotion and silence into movements with religious, identitary, cultural and political issues, away from stability. Such movements embrace their own danger, relief and ambiguity, playing a crucial role in translanguaging for social justice. Abstract twofold September 2019 transsemiosis, transsemiosis trans semiosis, semiosis trans-semiosis , 2019) 2014, 2014 2014) 2020, 2020 2020) Blackledge 2011, 2011 2011) 2013, 2013 2013) 2015 2016 2017, 2017 2017) 2021, 2021 2021) Nkadimeng Mignolo 2018, 2018 2018) MaldonadoTorres Maldonado Torres 2007, 2007 2018. . 2005 (2005 2011. aspects 2004 2013. interpretive professors under graduate andor or invitations questionnaires term experimentation religious identitary issues stability danger ambiguity 201 202 200 (200 20 (20 2 (2

Resumo: Este artigo é parte de uma pesquisa sobre justiça social e seu objetivo aqui é duplo: apresentar resultados parciais de uma pesquisa em andamento, que iniciou em setembro de 2019, para evidenciar que a translinguagem é mencionada apenas uma vez por um dos participantes, o que reforça a necessidade de abordá-la no ambiente educacional e ilustrar o lugar da emoção, do silêncio e da construção de sentido rumo à justiça social, por meio da análise de um curta, buscando expandir estudos de translinguagem. Isso se justifica pelo fato de que graduandos de português e inglês entendem translinguagem como usos de diversas línguas, mas não reconhecem a trans-semiosis, o silêncio e a emoção enredada na construção de sentido. Toma emprestadas visões de García; Alves ( 2019), García; Wei ( 2014), García ( 2020), Blackledge; Creese ( 2011), Canagarajah ( 2013), Makalela ( 2015, 2016, 2017), Makalela; Dhokotera ( 2021), Nkadimeng; Makalela ( 2015) em diálogo com perspectivas decoloniais de Grosfoguel ( 2013), Menezes de Souza ( 2021, 2019a), Mignolo; Walsh ( 2018), Maldonado-Torres ( 2007), Quijano ( 2007) e teorias sulistas de Santos ( 2018). Visões sobre emoção são sustentadas por Barcelos (2005) e Aragão ( 2011). No que se refere ao silêncio, o artigo pauta-se em aspectos localizados e significativos como argumenta Granger ( 2004) e King ( 2013). A metodologia é qualitativa, interpretativista, assumindo minha intersubjetividade enredada nas teorias supracitadas que informam meu lócus de enunciação para analisar o filme em questão. Os participantes são voluntários escolhidos de acordo com a sequência das respostas afirmativas para se tornarem membros desta pesquisa. O grupo é formado por cinco docentes, seis pós-graduandos e seis graduandos em línguas de universidades brasileiras públicas. Trabalhar e/ou estudar em universidades públicas foi o critério usado para os convites. Os instrumentos de geração de dados incluem entrevistas e questionários individuais e online. Uma pergunta de cada modalidade é enviada via WhatsApp e/ou e-mail para os participantes semestralmente. Este é o penúltimo semestre. Os resultados parciais revelam que a translinguagem pode expandir o potencial de experimentação, lançando emoção e silêncio em movimentos com questões religiosas, identitárias, culturais, e políticas distanciando-se da estabilidade. Tais movimentos contemplam seus próprios perigos, alívios e ambiguidade, um papel crucial na translinguagem em direção à justiça social. Resumo duplo andamento 2019 abordála abordá la curta transsemiosis, transsemiosis trans semiosis, semiosis trans-semiosis , 2019) 2014, 2014 2014) 2020, 2020 2020) Blackledge 2011, 2011 2011) 2013, 2013 2013) 2015 2016 2017, 2017 2017) 2021 2021) Nkadimeng 2019a, 2019a 2019a) Mignolo 2018, 2018 2018) MaldonadoTorres Maldonado Torres 2007, 2007 2018. . 2005 (2005 2011. pautase pauta 2004 2013. qualitativa interpretativista questão docentes pósgraduandos pós eou ou convites online email mail semestralmente semestre experimentação religiosas identitárias culturais distanciandose distanciando estabilidade perigos ambiguidade 201 202 200 (200 20 (20 2 (2