Abstract. The first part of this paper explains the praxeological interpretation of the noological concept of act. The second part describes Antonio González Fernández’s criticisms of that notion. His objection consists in pointing out that acts cannot be considered real things, but only the arising of these. From this observation on noology, González Fernández not only gives rise to his praxeology (also known as hiparqueology), but also his philosophical system begins to be questioned for not explaining what acts are, in the world of facts, beyond the assumption that they are there, despite being invisible. In the third and last section, some hypotheses are presented to address objections to the praxeological concept of act, such as the one mentioned above and the apparent circularities and possible contradictions within the praxeological system.

Resumen. La primera parte de este artículo expone la interpretación praxeológica del concepto noológico de “acto”. En la segunda, se muestra la crítica que Antonio González Fernández hace de esta. Su objeción consiste en que los actos no pueden ser considerados cosas reales, sino solo el surgir de estas. A partir de dicha observación a la noología, González Fernández no solo da surgimiento a su praxeología (también conocida como hiparqueología), sino que su sistema filosófico comienza a ser cuestionado por no explicar qué son, en el mundo de los hechos, los actos, más allá de la suposición de que ellos están ahí a pesar de ser invisibles. En la tercera y última sección se presentan algunas hipótesis para procurar solucionar ciertas objeciones al concepto praxeológico de “acto”, tales como el anteriormente mencionado y las aparentes circularidades y posibles contradicciones que hay al interior del sistema praxeológico.

RESUMO Neste estudo, investigou-se a relação entre o tamanho de grupo (quantidade de integrantes) e o desenvolvimento de quatro variáveis da dimensão social da Ginástica para Todos: relações de amizade, habilidades sociais, participação ativa e encontros sociais. A pesquisa é quantitativa, com uso de questionário online e participação de 378 integrantes de 22 grupos brasileiros. Em síntese, os resultados indicam que grupos pequenos (≤19 integrantes) tem níveis maiores de amizade, habilidades sociais e participação ativa do que grupos grandes (≥20 integrantes). Conclui-se que a prática da Ginástica para Todos e as relações sociais dela derivadas mostram coerência com a teoria praxiológica (sistêmica), tornando-se mais complexa à medida em que a quantidade de sujeitos aumenta no interior dos grupos (maior complexidade informacional-relacional). estudo investigouse investigou se amizade quantitativa 37 2 brasileiros síntese ≤19 19 (≤1 ≥20 20 (≥2 integrantes. . Concluise Conclui sistêmica, sistêmica , (sistêmica) tornandose tornando maior informacionalrelacional. informacionalrelacional informacional relacional informacional-relacional) 3 ≤1 1 (≤ ≥2 (≥ (sistêmica informacional-relacional ≤ ( ≥

RESUMEN En este estudio se investigó la relación entre el tamaño del grupo (número de miembros) y el desarrollo de cuatro variables de la dimensión social de la Gimnasia para Todos: relaciones de amistad, habilidades sociales, participación activa y reuniones sociales. El estudio es cuantitativo y se aplicó un cuestionario a 378 miembros de 22 grupos brasileños. Los resultados indican que los grupos pequeños (≤19 miembros) tienen mayores niveles de amistad, habilidades sociales y participación activa que los grupos grandes (≥20 participants). Se concluye que la práctica de la Gimnasia para Todos y las relaciones sociales que de ella se derivan muestran coherencia con la teoría praxiológica (sistémica), volviéndose más complejas a medida que aumenta el número de sujetos dentro de los grupos (mayor complejidad informacional-relacional). amistad 37 2 brasileños ≤19 19 (≤1 ≥20 20 (≥2 participants. participants . participants) sistémica, sistémica , (sistémica) mayor informacionalrelacional. informacionalrelacional informacional relacional informacional-relacional) 3 ≤1 1 (≤ ≥2 (≥ (sistémica informacional-relacional ≤ ( ≥

ABSTRACT This study aimed to analyse the relationship between group size (number of gymnasts) and the development of four variables of the social dimension of Gymnastics for All: friendship, social skills, active participation, and social activities. Regarding the methods, the study is quantitative, and a questionnaire was applied to 378 members of 22 Brazilian GfA groups. The results indicate that small groups (≤19 participants) have higher levels of friendship, social skills and active participation than large groups (≥20 participants). It is concluded that the GfA activities and the social relations derived from it show coherence with the Motor Praxeology theory (systemic), becoming more complex as the number of participants increases within the groups (greater informational-relational complexity). gymnasts All friendship methods quantitative 37 2 ≤19 19 (≤1 ≥20 20 (≥2 participants. . systemic, systemic , (systemic) greater informationalrelational informational relational complexity. complexity complexity) 3 ≤1 1 (≤ ≥2 (≥ (systemic ≤ ( ≥

This article deals with the problematic praxis of life in the Anthropocene amidst the urgent calls for environmental justice. Normally, people are confused and misled by this concept due to a political ringtone. However, the article argues that justice or righteousness should always be integral to a faith community's outlook on life. Among numerous other ministry manifestations, liturgical praxeology offers unique opportunities to establish a deep-rooted liturgical ethos. Contemplation about the harmful effects of injustices on a meaningful life provides the opportunity to reconsider how liturgy can enhance or ameliorate a liturgical ethos grounded in moral principles. The concept of ethos touches on the persuasive or performative essence of liturgical enactment. If this is the case, surely a hunger for destruction, wars, and devastating acts that limit opportunities for a liveable life in the environment should be considered essential. The liturgical ethos must remind people to remember the precious memories of what should be done regarding righteousness (justice) and wardship. In laying the foundation for a deep-rooted ethos, responsibility takes centre stage. Faith communities, by emphasizing this sense of responsibility, can contribute towards a renewed hunger for justice and righteousness in their environments. The research question guiding this exploration is articulated as follows: How can liturgical ethos, with explicit reference to anamnesis and its convergence with the gravity of environmental justice, contribute to fostering responsibility for the environment among participants of the liturgy? This question is addressed through a qualitative literature study. Browning (1996:34), for example, is interested in practical wisdom's (phronesis) purpose of understanding human action and defines a research activity as a process that starts with a description and then moves to the endeavour of systemization. Eventually, strategizing perspectives will offer liturgical perspectives on a liturgical ethos or praxeology that could promote moral responsibility among the liturgy participants.

Resumen:Los achaguas son un grupo étnico colombiano que habita en inmediaciones del río Meta que, desde 1980, hace parte de un proyecto que busca recuperar su navegabilidad comercial. Sin embargo, apenas desde la primera década del siglo XXI comenzaron a ser implementadas las obras de adecuación, que fueron realizadas en el territorio achagua. Con base en lo anterior, el objetivo de este artículo es emprender diálogos interdisciplinarios (antropología, historia y filosofía) sobre el proyecto de navegabilidad del río Meta, para analizar la incidencia de la técnica neoliberal en la vida cotidiana de los achaguas, que emplaza estructuralmente a la naturaleza y busca justificarse e imponerse, mediante el gobierno de la tecno-ciencia, como única forma válida de proceder. El ejercicio de análisis de documentos de archivos sobre la Consulta Previa realizada con los achaguas para las obras de adecuación del río permite apreciar que los indígenas interpretaron la técnica neoliberal desde su horizonte de comprensión y negociaron con las instituciones privado-estatales para ajustar el proyecto a sus necesidades, en pro el respeto a su biocultura. Por eso, si ellos llegan a tener la posibilidad de codirigir el proyecto de navegabilidad, habrá más posibilidades de subsistencia tanto para el río como para las futuras generaciones.

Abstract: The Achaguas are a Colombian ethnic group living near the Meta River, which since 1980 has been part of a project to restore its commercial navigability. However, it was only in the first decade of the 21st century that the adaptation works began to be implemented, which were carried out in the Achagua territory. Based on the above, the aim of this article is to undertake interdisciplinary dialogues (anthropology, history and philosophy) on the navigability project of the Meta River, in order to analyse the impact of neoliberal technology on the daily life of the Achagua, which structurally enframes nature and seeks to justify and impose itself, through the government of techno-science, as the only valid way to proceed. The analysis of archival documents on the Prior Consultation carried out with the Achaguas for the river adaptation works shows that the indigenous people interpreted the neo-liberal technique from their horizon of understanding and negotiated with the private-state institutions to adjust the project to their needs, in order to respect their bioculture. Therefore, if they have the possibility to co-manage the navigability project, there will be more possibilities of subsistence both for the river and for future generations.

Resumo: Os Achaguas são um grupo étnico colombiano que vive perto do Meta River, que desde 1980 faz parte de um projecto para restaurar a sua navegabilidade comercial. No entanto, foi apenas na primeira década do século XXI que as obras de adaptação começaram a ser implementadas, as quais foram realizadas no território dos Achaguas. Com base no acima exposto, o objectivo deste artigo é empreender diálogos interdisciplinares (antropologia, história e filosofia) sobre o projecto de navegabilidade do rio Meta, a fim de analisar o impacto da tecnologia neoliberal na vida quotidiana do Achagua, que estruturalmente enquadra a natureza e procura justificar e impor-se, através do governo da tecnociência, como a única forma válida de proceder. A análise dos documentos de arquivo da Consulta Prévia realizada com os Achaguas para os trabalhos de adaptação do rio mostra que os povos indígenas interpretaram a técnica neoliberal do seu horizonte de entendimento e negociaram com as instituições do Estado privado para ajustar o projecto às suas necessidades, a fim de respeitar a sua biocultura. Portanto, se tiverem a possibilidade de co-gerir o projecto de navegabilidade, haverá mais possibilidades de subsistência tanto para o rio como para as gerações futuras.

Abstract This research aims to explain a part of the modeling path of the Fundamental Theorem of Calculus for the characterization of a microworld system, which was conceived in our doctoral thesis (OLIVEIRA, 2022) as a computer support for mathematical activity in the computational environment. Didactic-Informatics Engineering (EDI) was chosen as a methodological contribution, with an adaptation of the process model, structured as a research praxeology to describe the investigation stages, and with the analysis of the didactic, cognitive, epistemological and informatics dimensions. In this process, the theorem modeling was carried out with the connection between the Anthropological Didactic Theory (ADT) and the T4TEL approach to study the fundamental theorem through praxeologies and be able to characterize the microworld. The analysis of dimensions allowed specifying a set of requirements and functionalities to describe the microworld. The system of variables that was created for the generators of types of tasks showed the role of the ostensible dimension in the development of techniques and allowed us to conjecture about the existence of other objects that can be mobilized with the intermediation of a software and, consequently, for the production new techniques or solving new tasks. OLIVEIRA, OLIVEIRA (OLIVEIRA 2022 environment DidacticInformatics Informatics EDI (EDI contribution model stages didactic cognitive ADT (ADT TTEL T TEL consequently 202 20 2

Resumo Esta pesquisa tem como objetivo explicitar uma parte do percurso de modelização do Teorema Fundamental do Cálculo para a caracterização de um sistema micromundo, que foi concebido em nossa tese de doutorado (OLIVEIRA, 2022) como um suporte informático à atividade matemática no ambiente computacional. A Engenharia Didático-Informática (EDI) foi escolhida como aporte metodológico, com uma adaptação do modelo de processo, estruturada como uma praxeologia de pesquisa para descrever as etapas de investigação, e com a análise das dimensões didática, cognitiva, epistemológica e informática. Nesse processo, a modelização do teorema foi realizada com a conexão entre a Teoria Antropológica do Didático (TAD) e a abordagem T4TEL para estudar o teorema fundamental por meio das praxeologias e poder caracterizar o micromundo. A análise das dimensões permitiu especificar um conjunto de requisitos e funcionalidades para descrever o micromundo. O sistema de variáveis que foi constituído para os geradores de tipos de tarefas evidenciou o papel da dimensão ostensiva no desenvolvimento das técnicas e permitiu conjecturar sobre a existência de outros objetos que podem ser mobilizados com a intermediação de um software e, consequentemente, para a produção de novas técnicas ou a resolução de novas tarefas. micromundo OLIVEIRA, OLIVEIRA (OLIVEIRA 2022 computacional DidáticoInformática Informática EDI (EDI metodológico processo investigação didática cognitiva informática TAD (TAD TTEL T TEL consequentemente 202 20 2

Abstract: The application of results of scientific and technological research to the teaching practice is conflictive, due to its descriptive, explanatory, and predictive nature and the demands of avoiding subjective value judgements in scientific and technological research. Educational practice requires, however, making decisions about the type of actions to be taken to improve teaching and learning processes, which implies the adoption of value judgements. The way in which this dilemma is approached depends on how Didactics is conceived, the theoretical frameworks used in research and the different research paradigms on which they are based. In this paper, I reflect on this problematic by discussing the role of value judgements in basic and applied science, as well as the notions of praxeology and didactic paradigm of reference introduced in the Anthropological Theory of Didactics. I also suggest the need to establish an interface between scientific-technological research and the reflective practice by identifying criteria of suitability that synthesise and structure the results of such research, as proposed by the Onto-semiotic Approach in mathematics education.

Resumen: La aplicación de los resultados de las investigaciones científicas y tecnológicas a la práctica de la enseñanza es conflictiva por su carácter descriptivo, explicativo y predictivo y la exigencia de evitar los juicios de valor subjetivos en el desarrollo de las mismas. La práctica educativa requiere, sin embargo, tomar decisiones sobre las acciones que se deben realizar para mejorar los procesos de enseñanza y aprendizaje, lo que implica la adopción de juicios de valor. La manera en que se aborda este dilema depende de cómo se concibe la Didáctica, de los marcos teóricos que se usan en la investigación y de los diferentes paradigmas de investigación en que se apoyan. En este trabajo analizamos esta problemática discutiendo el papel de los juicios de valor en las ciencias básicas y aplicadas, así como las nociones de praxeología y paradigma didáctico de referencia introducidas en la Teoría Antropológica de lo Didáctico. Se justifica, además, la necesidad de establecer una interfaz entre la investigación científico-tecnológica y la práctica reflexiva mediante la cual se identifiquen criterios de idoneidad, que sinteticen y estructuren los resultados de dichas investigaciones, con la mirada puesta en su aplicación para producir cambios fundamentados, según propone el Enfoque Ontosemiótico en educación matemática.

This article explored the interplay between ecumenism and people's distorted attitudes. Viewed from a South African historical perspective, faith communities have endured a robust experience of denominationalism. The authors were thus interested in the influential impact of attitudes and people's memories in a praxis that recognises the importance of ecumenism but demonstrates limited efforts to promote it. This aspect is evident in the descriptive-empirical section of this research. Ironically, people are firm in their confession, which explicitly embraces ecumenicity. However, distorted attitudes present challenges in the praxis thereof. The authors applied visualisation as part of the research methodology, and executed the research as developing from the description to systemising (exploring practical wisdom and understanding) to strategising (practising strategic, practical theology). The notion of the oikumene pinpoints the kingdom's interest, but people are focused on liturgical and other differences, which challenges ecumenical relationships. The authors presented the following research questions: How can an elucidation of ecumenical liturgy serve as a means to uncover negative attitudes and bad memories while simultaneously providing building blocks for fostering the realisation of the oikumene? We offer systemising perspectives to denote the importance of crossing borders to promote ecumenical relations and debate the power of liturgy to enhance awareness. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: The authors concluded the article by emphasising that liturgical elements should incorporate an outlook on the oikumene. The attitudes of people should be altered, and a liturgical praxeology can play a pivotal role in facilitating this process

Abstract This work has the objective to propose a mathematical analysis on the Mexican economic cycle (2011 to 2020) to illustrate the way Austrian economics, use to explain the economic cycles related to any recession. This is done by applying the Granger causality coefficient obtained through an autoregressive vector model (VAR). The former will be exposed under the hypothesies that any intervention over monetary base will impact the interest differential ratio (natural and market ratios), and this ratio will affect the economic productive process through the industrial production index. As a conclusion, this paper proves that for the period of study, in Mexico any movement in the monetary base will affect the ratio differential two months previously as an anticipation of future intervention, and at the same time this action will have an immediate impact on the industrial production index.

Resumen El presente trabajo tiene el objetivo de proponer un análisis formal sobre el ciclo económico en México (entre los años 2011 a 2020) con el fin de ilustrar la explicación que ofrece el modelo del ciclo austriaco con respecto al origen de una recesión económica. Esto se realiza mediante una revisión de causalidad de Granger a través de un modelo de vectores autorregresivos (VAR). Bajo la hipótesis de que toda intervención, tanto para expandir, como para contraer la base monetaria tiene un efecto causal sobre el diferencial de las tasas de interés (natural y de mercado), mismo que afecta el proceso productivo de la economía a través del índice de producción industrial, se obtienen resultados que validan dicho argumento y muestran un retraso de dos meses entre los movimientos de la base monetaria y el efecto sobre el diferencial de tasas de interés, cuyo impacto se observa de forma casi inmediata sobre la producción industrial del país.

Resumo Neste artigo, apresentamos um recorte de um estudo acerca do Modelo Epistemológico de Referência proposto em nossa pesquisa, em consonância com seus objetivos, que foram identificar as praxeologias didáticas e matemáticas existentes para o estudo da fatoração, perceber as relações de estudantes e professores com este objeto e explorar atividades que possam favorecer aplicações em contextos variados intra e extramatemáticos no Ensino Fundamental – Anos Finais no Brasil, a fim de implementar uma engenharia didática do tipo Percurso de Estudo e Pesquisa (PEP). O PEP foi desenvolvido por meio de Atividades de Estudo e Pesquisa (AEP) relacionadas às praxeologias matemáticas (PM) identificadas. Tomamos como referência a Teoria Antropológica do Didático de Chevallard, as noções de PEP e AEP enunciadas por Barquero, Bosch e Gascón, e PM definida por Bosch e Gascón. Neste extrato de pesquisa, consideramos a primeira parte do objetivo da pesquisa, a saber: identificar as praxeologias matemáticas e didáticas existentes para o estudo da fatoração numérica e algébrica, ressaltando as possíveis dificuldades que podem ser encontradas em algumas aplicações e mostrando o funcionamento dessas praxeologias, quando da aplicação do PEP com estudantes do Ensino Médio e da Licenciatura em Matemática. O modelo epistemológico de referência permitiu estabelecer as praxeologias matemáticas de referência que auxiliaram na análise a priori das AEPs utilizadas no desenvolvimento do PEP. Os resultados mostram que a relação pessoal dos estudantes de ambos os grupos é centrada na aplicação direta das técnicas, e eles apresentaram dificuldades em reconhecer o papel protomatemático da fatoração nas aplicações propostas.

Abstract In this article, we present a partial study on the Epistemological Model of Reference proposed in our research aligned with its objectives, which were to identify the existing didactical and mathematical praxeology for the study of factorization, to understand the relations of students and teachers with this object, and to explore activities that can favor its applications in varied intra and extra mathematical contexts in the final years of Elementary School in Brazil. This is to implement a didactical engineering of the Study and Research Path (SRP) type. The SRP was developed through Study and Research Activities (SRA) related to the identified mathematical praxeology (MP). We take as a reference Chevallard's Anthropological Theory of Didactics, the notions of SRP and SRA introduced by Barquero, Bosch, and Gascón, MP defined by Bosch and Gascón. In this research extract, we consider the first part of the research objective, namely: Identifying the existing mathematical and didactical praxeology for the study of numerical and algebraic factorization, highlighting the possible difficulties that may be encountered in some applications and showing the functioning of this praxeology when applying the SRP to high school students and those studying for a Mathematics degree. The epistemological reference model allowed us to establish the reference mathematical praxeology that helped in the prior analysis of the SRA used in the development of the SRP. Results show that the personal relations of students from both groups is centered on the direct application of the techniques, and they had difficulties in recognizing the proto-mathematical role of factorization in the proposed applications.

Abstract: This paper analyzes the role of the Definite Integral in the training of chemical engineering students. The praxeologies in which the definite integral is involved are identified, both in the mathematical discipline and in the intermediate discipline with the profession. For this purpose, the textbooks of mathematics and specialty courses are analyzed, taking into account elements of the Anthropological Theory of Didactics. The notions of generator of a type of tasks (GT in spanish) and variables ( V i in spanish) are used to identify the praxeologies as they allow to relate the specific and the generic. The praxeological models identified support the field of mathematical activity at stake. This makes explicit those technical and technological elements that should be emphasised when organising a course in integral calculus for chemical engineering students. In this way, the course will respond to activities in their professional environment.

Resumen: En el presente trabajo se analiza el papel que cumple la integral definida en la formación de estudiantes de ingeniería química. Se identifican praxeologías en las que interviene la integral definida, tanto en la disciplina matemática como en la disciplina intermediaria con la profesión. Para ello, se analizan libros de texto de matemáticas y de cursos de especialidad, teniendo en cuenta elementos de la Teoría Antropológica de lo Didáctico. Se emplean nociones como generador de un tipo de tareas (GT) y variables ( V i ) para identificar las praxeologías, pues permiten relacionar lo específico y lo genérico. Los modelos praxeológicos identificados sustentan el ámbito de la actividad matemática en juego y hacen explícitos aquellos elementos técnicos y tecnológicos en donde se debería colocar mayor énfasis al organizar un curso de cálculo integral dirigido a estudiantes de ingeniería química, de modo que se responda a actividades propias de su entorno profesional.

This article examines faith communities that have been offered a new front door during the pandemic, namely, the internet. Firstly, one should acknowledge that people called participants in the liturgy encountered a defining moment in their cognisance of the pandemic. They were exposed to the virtual domain. As identified by Erving Goffman, the role of self-presentation, with specific mention of the fact that people normally wear masks, is insightful. A liturgical praxeology deals with people's propensity to make sense of communicators' facial expressions. Consequently, one must ask whether virtual participation in the liturgy and the possibilities for self-presentation in the online environment could not add value to a liturgical-ecclesiological praxeology. In presenting systemising perspectives on the importance of the relational aspect underlying the ecclesiological premises and the importance of people participating in the liturgy to seek God's face, the article reveals that there should be further refinements in this time of pandemic pandemonium. A mere transposing of the liturgy in face-to-face worship practices to the virtual environment will offer challenges. Finally, the following research question is formulated and briefly discussed: to what extent should the idea of self-presentation within a pandemic be integrated into a praxeology for a liturgical ecclesiology? CONTRIBUTION: The article aims to provide practical theological perspectives on how self-presentation in both face-to-face and virtual participation in the liturgy could be addressed

Abstract Addressing the study of human action from Mises’s perspective of the praxeological method is in itself highly controversial. Particularly, if it attempts to identify the ultimate basis of human development, it will face unmanageable problems in analytical and normative terms. The incapability to withdraw from the socalled self-evident judgments comes together with the refusal of the elements that address its operability. Dependent of a soft well-being concept (unauthorized to distinguish action from performance), it is unable to establish interpersonal comparisons, and this in turn frustrates any kind of attempt to design a convincing social justice theory. A Hegelian perspective brings order to and improves both the moral and the operability dimension of the praxeological interpretation of economics.

Resumen Aceptar la praxeología en Mises como método para predecir el desenvolvimiento del desarrollo humano es profundamente controvertido y no está exento de problemas analíticos y normativos. La incapacidad para sustraerse de los llamados juicios autoevidentes se une al rechazo de aquellos elementos que condicionan como un todo su operatividad. Sometido a un concepto estrecho de bienestar (desautorizado para distinguir entre acción y actuación), queda invalidado para realizar comparaciones interpersonales, por lo que es desacreditado para asumir una teoría de justicia social que sea tanto imparcial como plural. El sistema hegeliano penetra, en cambio, con fuerza, pone orden y perfecciona la interpretación praxeológica de lo económico desde sus dimensiones operativa y normativa.

RESUMO O objetivo da pesquisa foi sistematizar os elementos relativos à linguagem corporal dos jogadores de Voleibol que orientam a Leitura Praxêmica e a tomada de decisão do Levantador, fundamentado nas interações de cooperação e oposição estabelecidas no jogo. Para isso, realizou-se uma pesquisa teórica, nos quais foram utilizados artigos, livros, teses e dissertações que têm como temática o Voleibol e a leitura de jogo, selecionados em cinco fontes de pesquisas: Portal de Periódicos CAPES/MEC; Revistas Brasileiras da área da Educação Física; Acervo da Biblioteca do Centro de Educação Física da Instituição; Acervo do Grupo de Pesquisa; Catálogo de Teses e Dissertações - CAPES. Os elementos Praxêmicos mais apontadas pelos estudos analisados foram: Salto (saque); Posicionamento de Mãos/Braços, Flexão de Joelhos, Deslocamento dos Passadores (recepção); Passadas (corrida) de Preparação (ataque); Deslocamento dos Bloqueadores (bloqueio); Deslocamento dos Defensores (defesa adversária); Posicionamento de Mãos/Braços, Flexão de Joelhos, Deslocamento dos Defensores (defesa da equipe). Fundamentado nos resultados desta pesquisa é possível afirmar que os elementos sistematizados se complementam no contexto do jogo de Voleibol, orientando a leitura e a tomada de decisão do Levantador durante as mais variadas situações pelas quais ele é responsável no momento do Levantamento.

ABSTRACT The objective of the research was to systematize the elements related to the body language of Volleyball players that guide the Praxemic Reading and the decision making of the Lifter, based on the interactions of cooperation and opposition established in the game. For that, a theoretical research was carried out, in which articles, books, theses and dissertations were used that have Volleyball as the theme and the reading of game, selected in five research sources: Portal of Newspapers CAPES/MEC; Brazilian journals in the area of Physical Education; Collection of the Library of the Center of Physical Education of the Institution; Collection of the Research Group; Thesis and Dissertation Catalog - CAPES. The Praxemic elements most pointed out by the analyzed studies were: Salto (serve); Hand/Arm Positioning, Knee Flexion, Passenger Displacement (reception); Past (run) of Preparation (attack); Displacement of the Blockers (block); Displacement of Defenders (opposing defense); Hand/Arm Positioning, Knee Flexion, Displacement of Defensors (defense of the team). Based on the results of this research, it is possible to affirm that the systematized elements complement each other in the context of the game of Volleyball, orienting the reader and the decision making of the Lifter during the most varied situations for which he is responsible at the time of the Survey.

After conducting a literature search, the purpose of this article has emerged. The essential elements of a homiletical praxis, interested in dealing with the gospel, are related to the concrete circumstances of listeners. Consequently, the feelings of angst or nothingness that listeners experience in a post-pandemic world are now integrated into the reflection of a homiletical praxis. A homiletical praxis should not fall into the trap of trying to discern the signs of the times in a one-sided manner and an over-simplifying way, but should rather help listeners to understand the essence of hope. The dimensions of yet and not yet, that enable listeners to understand the idea of hope against hope, could be functional in identifying the objective of this research. The research problem is as follows: What kind of practical theological perspectives could be delineated for a praxeology of preaching to offer insight to listeners experiencing angst and a feeling of nothingness within a post-pandemic world? The problem addressed in this article inevitably takes cognisance of the listeners' experiences of reality caused by the effects of the COVID-19 pandemic. A profound quest for a homiletical praxis in which life is central has also emerged in the research. Eventually, this research indicates the contours for a praxis that views preaching with clairvoyant eyes for listeners' concrete experiences. I discovered that preaching offers the opportunity to approach disorienting dilemmas that evoke intriguing self-reflection to answer the question: Where do we go from here? A homiletical praxeology, therefore, also has to deal with the experiences of listeners. To address this research question, the notion of critical correlation offers a methodological framework for operating within. It allows the researcher to set up a dialogue between questions related to the homiletical praxis on the one hand, and perspectives that come forth in reflecting the reality of the COVID-19 pandemic on the other. A second phase involves providing a theological perspective on God who can perform new deeds amidst the unusual. Deliberating on this will pave the way for a homiletical theory at the end of the article. CONTRIBUTION: This article aims to engage with the basic tenet of preaching, viewed from a Reformational paradigm and wants to contribute towards a better understanding of a homiletical praxeology within a post-pandemic world

Abstract: Our starting point is the thesis, perhaps already widely accepted, according to which the epistemological model of mathematics prevailing in a didactic institution strongly affects the teaching in that institution. One of the aims of this work is to enlighten and to generalize this thesis. We will suggest that, rather than just the epistemological model, a complete explanation of teaching practices taking place in a certain institution should also take into account what we call didactic paradigms. At the same time, if we enlarge the notion of theory in didactics by means of the idea of praxeology of research in didactics, it becomes clear that a didactic paradigm is something that can also live or be assumed by such a praxeology of research in didactics, and that affects the kind of research problems considered therein. Therefore, for two theories in didactics to stablish a connection, it is required to make explicit the didactic paradigm assumed by each one.

Resumen: La tesis que tomamos aquí como punto de partida, puede formular-se brevemente como sigue: el modelo epistemológico de las matemáticas vigente en una institución didáctica condiciona fuertemente las prácticas docentes que es posible desarrollar en la misma. Uno de los objetivos de este trabajo consiste en clarificar y generalizar esta tesis, mostrando que, más allá del modelo epistemológico subyacente, son los paradigmas didácticos los que permiten explicar las prácticas docentes que la institución lleva a cabo. Paralelamente, al ampliar la noción de teoría didáctica mediante la de praxeología de investigación didáctica, se pone de manifiesto la incidencia del paradigma didáctico que una comunidad científica asume sobre el tipo de problemas de investigación que privilegia y, en última instancia, la importancia del contraste entre paradigmas para profundizar el diálogo entre teorías didácticas.