Contenido principal del artículo

Ruan Carlos Neris Do Carmo
Universidade Federal do Pará
Brasil
https://orcid.org/0000-0001-7411-4578
Biografía
Hilton P. Silva
Universidade Federal do Pará
Brasil
https://orcid.org/0000-0002-3287-3522
Biografía
Vol. 7 Núm. 14 (2020): Primer Semestre 2020, Reseña, Páginas 219-222
DOI: https://doi.org/10.14201/reb2020714219222
Cómo citar

Resumen

Schwarcz, L. M. (2019). Sobre o autoritarismo brasileiro. São Paulo: Companhia das Letras.La obra Sobre o autoritarismo brasileiro, de Lilia Moritz Schwarcz, reúne una serie de datos, investigaciones e información histórica para apoyar importantes discusiones actuales.  La autora se muestra perspicaz en el acto de desentrañar la realidad al relacionar lo que estamos viviendo con puntos anteriores de nuestra historia nacional y, definiendo como eje central el autoritarismo que refleja en varios puntos discutidos en la obra, reafirma la relevancia del estudio del pasado para la  construcción del sentido crítico, necesario para fomentar la reflexión sobre las realidades vividas por ciertos grupos de la sociedad. Un libro breve y directo, que lleva el lector a pasear la mirada por un contenido que arroja luz sobre el enmarañado pensamiento de nuestros días, engendrado a lo largo de nuestra formación nacional, que dificulta vislumbrar las formas de autoritarismo establecidas en nuestras relaciones económicas, políticas y sociales.

Descargas

La descarga de datos todavía no está disponible.

Detalles del artículo

Citas

AJZEN, I. 1989. Attitude structure and behavior. In: PRATKANIS, A. R., BRECKLER, S. J. & GREENWALD, A. G. (eds.) The third Ohio State University volume on attitudes and persuasion. Hillsdale, New Jersey: Lawrence Erlbaum.

AJZEN, I. 2001. Nature and operation of attitudes. Annual Review of Psychology, 52, 27–58.

ARBIB, M. A., BONAIUTO, J. B., JACOBS, S. & FREY, S. H. 2009. Tool use and the distalization of the end-effector. Psychological Research, 73, 441–462.

ARTIGUE, M. 2002. Learning mathematics in a CAS environment: the genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7, 245 - 274

BEDNY, G. Z. & HARRIS, S. R. 2005. The systemic-structural theory of activity: Applications to the study of human work. Mind, Culture, and Activity, 12, 128-147.

BEDNY, G. Z. & HARRIS, S. R. 2008. ‘‘Working sphere/engagement’’ and the concept of task in activity theory. Interacting with Computers, 20, 251–255.

BEDNY, G. Z. & KARWOWSKI, W. 2004a. Activity theory as a basis for the study of work. Ergonomics, 47, 134 – 153.

BEDNY, G. Z. & KARWOWSKI, W. 2004b. A functional model of the human orienting activity. Theoretical Issues in Ergonomics Science, 5, 255-274.

BEDNY, G. Z. & KARWOWSKI, W. 2007. A systemic-structural activity theory. Applications to human performance and work design, Boca Raton, FL, Taylor & Francis.

BEDNY, G. Z., KARWOWSKI, W. & BEDNY, I. S. 2012. Complexity evaluation of computer-based tasks. International Journal of Human–Computer Interaction, 28, 236–257.

BEDNY, G. Z., KARWOWSKI, W. & JENG, O.-J. Concept of orienting activity and situation awareness. Proc. Ergonomics in the Digital Age, IEA Congress 2003 (Vol. 6, pp. 447-450). , 2003 Seoul, Korea.

BEDG03CONC0: The Ergonomics Society of Korea., 447-450.

BEDNY, G. Z., SEGLIN, M. H. & MEISTER, D. 2000. Activity theory: history, research and application. Theoretical Issues in Ergonomics Science, 1, 168-206.

BLUNDEN, A. 2012. An interdisciplinary theory of activity, Chicago, IL, Haymarket.

BØDKER, S. 1996. Applying activity theory to video analysis: How to make sense of video data in human-computer interaction. In: NARDI, B. A. (ed.) Context and consciousness. Activity theory and human-computer interaction. Cambridge, Mass: MIT Press.

CARR, W. & KEMMIS, S. 2004. Becoming critical. Education, knowledge and action research, New York, RoutledgeFarmer, Taylor & Francis.

ENGESTRÖM, Y. 1999. Expansive visibilization of work: An activity-theoretical perspective. Computer Supported Cooperative Work, 8, 63-93.

ENGESTRÖM, Y. 2000. Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43, 960-974.

ENGESTRÖM, Y. 2009. The future of activity theory: A rough draft. In: SANNINO, A., DANIELS, H. & GUTIÉRREZ, K. D. (eds.) Learning and expanding with activity theory. New York: Cambridge University Press.

ENGESTRÖM, Y., KAJAMAA, A. & NUMMIJOKI, J. 2015. Double stimulation in everyday work: Critical encounters between home care workers and their elderly clients. Learning, Culture and Social Interaction, 4, 48-61.

GAL'PERIN, P. Y. 1969a. Sobre la investigación del desarrollo intelectual del niño. Cuestiones de Psicología, 1.

GAL'PERIN, P. Y. 1969b. Stages in the development of mental acts. In: COLE, M. & MALTZMAN, I. (eds.) A handbook of contemporary Soviet psychology. New York, USA: Basic Books.

HAENEN, J. 2001. Outlining the teaching–learning process: Piotr Gal’perin’s contribution. Learning and Instruction, 11, 157-170.

HELLER, A. 1996. Una revisión de la teoría de las necesidades, Barcelona, Paidós.

ILYENKOV, E. 1982. The dialectics of the abstract and the cncrete in Marx’s Capital, Moscow, Progress Publishers.

JONASSEN, D. H. 2000. Toward a design theory of problem solving. Educational Technology Research and Development, 48, 63-85.

KAPTELININ, V. 1996a. Activity theory: Implications for human-computer interaction. In: NARDI, B. A. (ed.) Context and consciousness. Activity theory and human-computer interaction. Cambridge, Mass: MIT Press.

KAPTELININ, V. 1996b. Distribution of Cognition between Minds and Artifacts: Augmentation or Mediation?. AI and Society, 10, 15-25.

KONTRA, C., GOLDIN-MEADOW, S. & BEILOCK, S. L. 2012. Embodied learning across the life span. Topics in Cognitive Science, 4, 731–739.

KUUTTI, K. 1996. Activity theory as a potential framework for human-computer interaction research. In: NARDI, B. A. (ed.) Context and consciousness. Activity theory and human-computer interaction. Cambridge, Mass: MIT Press.

LEONT’EV, A. N. 1978. Activity, Consciousness, and Personality, New York, Prentice-Hall.

MIETTINEN, R. 2005. Object of activity and individual motivation. Mind, Culture, and Activity, 12, 52–69.

NARDI, B. A. (ed.) 1996a. Context and consciousness: activity theory and human-computer interaction, Cambridge, Massachusetts: MIT Press.

NARDI, B. A. 1996b. Studying context: A comparison of activity theory, situated action models, and distributed cognition. In: NARDI, B. A. (ed.) Context and consciousness. Activity theory and human-computer interaction. Cambridge, Mass: MIT Press.

ROTH, W.-M. 2007. Emotion at work: A contribution to third-generation cultural-historical activity theory. Mind, Culture, and Activity, 14, 40–63.

ROTH, W.-M. 2017. Neoformation: A dialectical approach to developmental change. Mind, Culture, and Activity, 24, 368-380.

SANNINO, A. 2015. The principle of double stimulation: A path to volitional action. Learning, Culture and Social Interaction, 6, 1-15.

STETSENKO, A. 2005. Activity as object-related: Resolving the dichotomy of individual and collective planes of activity. Mind, Culture, and Activity, 12, 70–88.

VAN OERS, B. 2004. Steps towards a sociocultural theory of learning. Department of Education and Curriculum, Free University Amsterdam.

VIRKKUNEN, J. & NEWNHAM, D. S. 2013. The Change Laboratory. A tool for collaborative development of work and education, Rotterdam, Sense.

VYGOTSKY, L. S. 1978. Mind in society. The development of higher psychological processes, Cambridge, Mass., Hardvard University Press.

ZINCHENKO, V. P. 1996. Developing activity theory: The zone of proximal development and beyond. In: NARDI, B. A. (ed.) Context and consciousness. Activity theory and human-computer interaction. Cambridge, Mass: MIT Press.