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Books on the topic 'Debat oral'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

1956-, Espino Gonzalo, ed. Tradición oral, culturas peruanas: Una invitación al debate. Lima, Perú: Fondo Editorial, Universidad Nacional Mayor de San Marcos, 2003.

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2

Barrientos, Moises Efrain Rosales. El juicio oral en Guatemala: Técnicas para el debate. Guatemala: Impresos GM, 2000.

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3

Büsser, Roberto A. El juicio con debate oral en el Código procesal penal de la nación. Buenos Aires: Rubinzal-Culzoni, 1993.

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4

Speaking back: The free speech versus hate speech debate. Amsterdam: J. Benjamins Pub. Co., 2002.

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5

Gelber, Katharine. Speaking back: The free speech versus hate speech debate. Amsterdam: Benjamins, 2002.

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6

Muñoz, Carlos Sainz. El debate probatorio oral en los nuevos juicios del trabajo: Doctrina y jurisprudencia. La Victoria, Venezuela: Editorial Cedil, 2004.

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7

Inter-American Institute of Human Rights, United Nations Fund for Population Activities, and Sweden. Styrelsen för internationellt utvecklingssamarbete, eds. Instituto Interamericano de Derechos Humanos: La anticoncepción oral de emergencia : el debate legal en América Latina. San José, Costa Rica: Instituto Interamericano de Derechos Humanos, 2008.

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8

Navarro, Sergio Arnoldo Morán, Irina Cervantes Bravo, and Humberto Lomelí Payán. El sistema acusatorio oral de Nayarit a debate: Comentarios a la iniciativa de nuevo código de procedimientos penales del estado de Nayarit. México, D.F: Editorial Fontamara, 2013.

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9

Los talleres de historia por dentro: Plan nacional de lectura, 1987-1989 (Coleccion Nuestro pueblo, mi pueblo). Ministerio de Educacion, 1989.

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10

Los talleres de historia por dentro: Plan nacional de lectura, 1987-1989. [Buenos Aires, Argentina]: Secretaría de Cultura de la Nación, Dirección Nacional del Libro, 1989.

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11

'Endlich habe ich einen Platz für meine Erinnerungen gefunden'. Centaurus Verlagsgesellschaft mbH, 2000.

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12

Somali Oral Poetry and the Failed She-Camel Nation State: A Critical Discourse Analysis of the Deelley Poetry Debate. Lang Publishing, Incorporated, Peter, 2015.

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13

Ahad, Ali Mumin. Somali Oral Poetry and the Failed She-Camel Nation State: A Critical Discourse Analysis of the Deelley Poetry Debate. Lang AG International Academic Publishers, Peter, 2015.

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14

Ahad, Ali Mumin. Somali Oral Poetry and the Failed She-Camel Nation State: A Critical Discourse Analysis of the Deelley Poetry Debate. Lang AG International Academic Publishers, Peter, 2015.

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15

Ahad, Ali Mumin. Somali Oral Poetry and the Failed She-Camel Nation State: A Critical Discourse Analysis of the Deelley Poetry Debate. Lang AG International Academic Publishers, Peter, 2015.

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16

1963-, Bachmann Klaus, Kranz Jerzy, and Instytut Spraw Publicznych (Warsaw, Poland). Centrum Stosunków Międzynarodowych., eds. Przeprosić za wypędzenie?: Wypowiedzi oficjalne oraz debata prasowa o wysiedleniu Niemców po II wojnie światowej. Kraków: Znak, 1997.

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17

Fraquetta, Flávio, Denise Kloeckner Sbardelotto, and Adriana Aparecida Rodrigues. Pesquisa em educação: temas em debate, reflexões em destaque. Edufatecie, 2021. http://dx.doi.org/10.33872/edufatecie.pesquisaemeducacao.

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Esta obra apresenta algumas pesquisas realizadas em 2019, decorrentes do desenvolvimento no Trabalho de Conclusão de Curso (TCC), no curso de Licenciatura Plena em Pedagogia, do Centro Universitário UniFatecie. Com o intuito de propiciar reflexões acerca do contexto educacional em diferentes áreas do conhecimento, o livro se encontra divido em três temáticas, sendo elas: História da Educação e as Instituições Escolares; Educação Inclusiva, Escola e Família; Pedagogia e Prática Educacional. Nesse contexto, de acordo com as temáticas mencionadas, as discussões estão subdividas em treze capítulos, tendo como objeto central a Educação. O material ora publicado contribui para formação inicial e continuada de indivíduos cujo campo de estudo esteja direta ou indiretamente relacionados ao da Educação. Dessa maneira, os organizadores convidam os leitores a imergirem no apresentado desse livro, bem como, se apropriarem dos conhecimentos compartilhados no mesmo.
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18

Michel, Tozzi, and Etienne Richard, eds. La discussion en éducation et en formation: Un nouveau champ de recherches. Paris: Harmattan, 2004.

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19

Murphy, Kevin, Jennifer Pierce, and Alex T. Urquhart. Sexuality and the Cities. Edited by Paula Hamilton and James B. Gardner. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199766024.013.9.

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The Twin Cities GLBT Oral History Project, launched in 2003, was a collective devoted to documenting and interpreting the formation of queer identities and politics in the Twin Cities through the collection of oral histories, through other forms of archival and ethnographic research, and via community-engaged collaborative public projects. This chapter examines the project’s formation and history as well as the challenges of working in an interdisciplinary group. Further, it highlights our decision to disavow identity politics in our research and writing and to deploy instead the queer analytics of the “politics of sexuality.” Finally, it considers the challenges of producing the volume Queer Twin Cities as one broadly accessible to multiple public audiences, even as it engaged with social and cultural theory, addressed controversial topics, and provoked debate about sexuality and politics.
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20

ANAIS DO I CONGRESSO ON-LINE NACIONAL DE CIÊNCIAS & SAÚDE (ICONCS): COMUNICAÇÃO ORAL. Literacia Cientifica Editora & Cursos, 2021. http://dx.doi.org/10.53524/lit.edt.978-65-995572-6-2.

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O I Congresso On-line Nacional de Ciências & Saúde (ICONCS) promovido pela Literacia Científica Editora & Cursos ocorreu de 13 a 15 de maio. Tratou-se de um evento multidisciplinar que teve por objetivo promover o debate sobre aspectos técnicos, científicos, políticos, legais e inovadores sobre a pandemia da COVID-19 vivida atualmente. Durante os três dias do evento, os participantes tiveram a oportunidade de aproveitar a programação diversificada do evento, que contou com palestras e minicursos. O evento foi voltado para acadêmicos, profissionais e pesquisadores da área da saúde, em especial, mas também aberto aos pares de áreas afins que tivessem interesse em contribuir. O Congresso, de cunho nacional, contou com a participação de renomados especialistas na área da Saúde Pública e de outras áreas de interesse, como as Ciências Sociais, na discussão do que há de mais atual e relevante concernente à COVID-19 no Brasil e no mundo.
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21

Manford, Erasmus. Oral Debate on the Coming of the Son of Man, Endless Punishment, and Universal Salvation: Held in Milton, Ind. , Oct. 26, 27, And 28 1847. HardPress, 2020.

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22

Hallett, Judith P. Oratorum Romanarum Fragmenta Liberae Rei Publicae. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198788201.003.0019.

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This chapter explores the boundaries of female public speech at Rome through an analysis of a letter, preserved by Nepos, which was sent to the tribune Gaius Gracchus by his mother Cornelia. It argues that Cornelia’s words should be studied alongside fragments of spoken oratory because of the intertextual relations between this fragment and the attested oratory of both her father Scipio Africanus and her son Gaius Gracchus and because of its characteristics as a contribution to a political debate. In addition, the probable oral circumstances of the letter’s composition and its use of oratorical sound effects further decrease the distance between it and the fragmentary remains of Republican speeches.
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23

Zori, Davide Marco. The Norse in Iceland. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935413.013.7.

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The Norse discovery and settlement of Iceland in the late ninth century AD offers a test case for the study of human impacts on previously unoccupied landscapes and the formation of new societies under challenging conditions. The Norse Viking Age settlement of the island serves as a cautionary tale about the anthropogenic destruction of fragile environments, while simultaneously providing lessons about the strategic management of marginal ecosystems and nuanced examples of societal evolution and secondary state formation. Archaeological investigation of these processes is complemented by oral traditions preserved in the Icelandic sagas. Although researchers debate the proper use of the sagas, the strength of recent research is its interdisciplinary nature, combining a suite of available tools of inquiry.
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24

Manford, Erasmus, and Benjamin Franklin. An Oral Debate on the Coming of the Son of Man, Endless Punishment, and Universal Salvation: Held in Milton, Ind., Oct. 26, 27, and 28, 1847. Franklin Classics Trade Press, 2018.

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25

Duma, Tomasz, Arkadiusz Gudaniec, Zbigniew Pańpuch, Katarzyna Stępień, and Paulina Sulenta, eds. Filozof wpatrzony w naturę i to co boskie: Księga Pamiątkowa z okazji Jubileuszu urodzin i pracy naukowej na KUL Księdza Profesora Andrzeja Maryniarczyka SDB. Wydawnictwo Academicon, 2021. http://dx.doi.org/10.52097/acapress.9788395354953.

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Prof. dr hab. Andrzej Maryniarczyk SDB urodził się w 1950 roku w Witowie na skalnym Podhalu, u źródeł Czarnego Dunajca. Jest salezjaninem, pracownikiem naukowym i dydaktycznym Katolickiego Uniwersytetu Lubelskiego Jana Pawła II, filozofem-metafizykiem, uczniem i następcą na katedrze uniwersyteckiej o. prof. Mieczysława A. Krąpca, kierownikiem Katedry Metafizyki KUL, założycielem i prezesem Polskiego Towarzystwa Tomasza z Akwinu – od działu Società Internazionale Tommaso d’Aquino. Jest autorem licznych artykułów, haseł encyklopedycznych i książek naukowych, począwszy od doktoratu Metoda separacji a metafizyka, przez habilitację System metafizyki, a następnie autorską serię „Zeszyty z Metafizyki” w języku polskim i angielskim; jest również autorem publikacji Metafizyka w ekologii, a ponad to pracy Metoda metafizyki realistycznej i najnowszej – Dlaczego stworzenie »ex nihilo«. Teoria metafizycznego kreacjonizmu. Wspólnie z o. M. A. Krąpcem opublikował Rozmowy o metafizyce w języku polskim i rosyjskim oraz The Lublin Philosophical School w języku angielskim. Jest redaktorem naczelnym pierwszej polskiej dziesięcio tomowej Powszechnej encyklopedii filozofii, której wydawcą jest Polskie Towarzystwo Tomasza z Akwinu. Po ukończeniu tego monumentalnego przedsięwzięcia pod jego redakcją ukazała się dwutomowa Encyklopedia filozofii polskiej oraz Słownik-przewodnik filozoficzny. Rozwija i popularyzuje dziedzictwo filozoficznej szkoły lubelskiej, realizm metafizyczny oraz mądrościowy styl filozoficznego myślenia. Oddawana w ręce czytelnika Księga stanowi monumentalne studium, poniekąd adekwatne do dorobku Dostojnego Jubilata, obejmujące rozmaite zagadnienia z zakresu filozofii, a w kilku przypadkach także szeroko pojętej kultury. W pierwszej części czytelnik może zapoznać się z życiem i twórczością naukową ks. prof. Andrzeja Maryniarczyka. Kolejna i zarazem najobszerniejsza część poświęcona jest tematyce metafizycznej, następne zaś antropologii filozoficznej, filozofii kultury, filozofii Boga i religii, filozofii prawa i polityki, historii filozofii oraz zagadnieniom metafilozoficznym. Autorzy tekstów wywodzą się z różnych środowisk akademickich, także zagranicznych. Reprezentują podstawowe dziedziny filozofii, a ponadto filologię klasyczną, historię sztuki, literaturę oraz świat polityki. Wyrażając wdzięczność wszystkim autorom, głęboko ufamy, że Księga pamiątkowa będzie właściwym uhonorowaniem osoby i dzieła Dostojnego Jubilata, jak też okazałym wkładem we współczesną debatę filozoficzną oraz kulturową.
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26

Fones-Wolf, Elizabeth, and Ken Fones-Wolf. “If You Read Your Bible”. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039034.003.0004.

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This chapter discusses the popular religiosity of the southern, white, working class, relying heavily on oral histories. Popular religiosity has been the subject of a great deal of debate in the scholarly literature. According to religious historian Charles H. Lippy, popular religiosity exists alongside formal religious belief and practice, but it is also about “the ways in which individuals take religious belief, interpret it in practical terms, and put it to work to do something that will give order and meaning to their lives.” He suggests that Americans have long operated within both sacred and secular realms, each with their own measure of power. For those without power in the material world, access to sacred power can nevertheless give someone “a sense of control, of being able to chart one's own destiny.” That control becomes the key to experiencing happiness and to seeing life as endowed with meaning.
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27

Tulloch, John, and Belinda Middleweek. Actors and Sexual Intimacies. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190244606.003.0010.

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Chapter 8 considers critical debate about “double standards” over sex and violence in Intimacy and Nymph()maniac. Exploring discussion between Intimacy’s lead actor Kerry Fox and her partner, it argues that the agreement reached (for Fox to perform oral but not penetrative sex) was a “controlled experiment” in jealousy via personal emotional affect and public performance and thus a powerful demonstration in confluent love negotiation shared with audiences. The trust and openness with each other in private, and between Fox and director Chéreau in public, are also central to notions of trust and mistrust in risk sociology, though with some strong critiques from within its ranks for its tendency to follow a meta-history devoid of differences among age, gender, class, ethnicity, and other key social indicators. The chapter concludes by emphasizing the interdisciplinary blend of feminist film and risk sociological theory in approaching the two films, within key principles of feminist mapping theory.
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28

Corzine, Nathan Michael. Tobacco Road. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039799.003.0003.

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This chapter focuses on the history of tobacco use in Major League Baseball (MLB). It begins with the story of Bill Tuttle, who chewed tobacco anywhere from ten to twelve hours a day for more than forty years and eventually developed oral cancer. A seemingly endless series of operations left Tuttle badly disfigured. In the spring of 1996, Tuttle, now head of the National Spit Tobacco Education Program (NSTEP), spearheaded a crusade to warn Major Leaguers about the dangers of smokeless tobacco. This chapter examines baseball's historical connection to the tobacco industry, first by tracing the beginnings of marketing tobacco through baseball. It then discusses the debate that arose in the late 1950s and early 1960s over athletic endorsements of tobacco products due to evidence linking smoking with carcinogenic effects. It also considers how the tobacco industry latched onto the notion, supported by dubious medical evidence, that smokeless tobacco was a safe alternative to cigarettes. Finally, it reflects on how the fight over tobacco products in baseball played out at the end of the twentieth century.
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29

R, Lavell J., and Ure, G. P. d. 1860., eds. Oral debate on the doctrines of universal salvation and endless punishment: Held in Chestnut Grove, Township of Pelham, C.W., on June 7th and 8th, 1853, between Rev. G.P. Harris, Methodist, and Rev. J.R. Lavell, Universalist. [Toronto?: s.n.], 1994.

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30

Desai, Ashwin, and Goolam Vahed. A History of the Present. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199498017.001.0001.

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While small in number, the place of the Indian in South Africa has historically loomed large because of their strong commercial and professional middle class, international influence through India, the commitment of many Indians to the anti-apartheid struggle and the prominent role that they have played in political and economic life post-apartheid. A History of the Present is the first book-length overview of Indian South Africans in the quarter century following the end of apartheid. Based on oral interviews and archival research it threads a narrative of the lives of Indian South Africans that ranges from the working class men and women to the heady heights of the newly minted billionaires; the changes wrought in the fields of religion and gender; opportunities offered on the sporting fields; the search for roots both locally and in India that also witnesses the rise of transnational organizations. Indians in South Africa appear to be always caught in an infernal contradiction; too traditional, too insular, never fitting in, while also too modern, too mobile. While focusing on Indian South Africans, this study makes critical interventions into several charged political discussions in post-apartheid South Africa, especially the debate over race and identity, while also engaging in discussions of wider intellectual interest, including diaspora, nation, and citizenship.
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31

Taunton, Matthew. Red Britain. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198817710.001.0001.

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Red Britain provocatively situates the Bolshevik Revolution of 1917 as the most definitive pretext for the cultural and political debates of the British mid-century. Drawing on new archival research and historical scholarship to investigate British responses to Soviet politics and culture, Taunton describes their conceptual, discursive, and formal reverberations in British literature and culture. The book provides new insight into writers including Arthur Koestler, Doris Lessing, George Orwell, Dorothy Richardson, H. G Wells, and Raymond Williams, as well as a diverse cast of lesser-known writers, intellectuals, journalists, and visitors to the Soviet Union. As Taunton shows, the cultural resonances of the Russian Revolution are more far-reaching and various than has been acknowledged. Each of the five chapters of Red Britain takes as its subject one particular problem or debate, and explores the ways in which it was politicized as a result of the Russian Revolution and the subsequent development of the Soviet state. The chapters focus on the idea of the future; numbers and arithmetic; law and justice; debates around agriculture and landowning; and finally orality, literacy, and religion. In all of these spheres, Red Britain explores how political ideas formed in the Bolshevik revolution—futurist, utilitarian, literate, urban, statist, and economistic—clashed with and sometimes redirected, and were sometimes overwritten by, the medievalist, romantic, oral, pastoral, anarchic, and ethical emphases of English socialism.
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32

Desafios da educação na contemporaneidade: discursos emergentes e concepções de ensino. Editora Amplla, 2020. http://dx.doi.org/10.51859/amplla.dec139.1120-0.

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Pensar a Educação no século XXI é um desafio intrigante. Já se fala em Educação 4.0, nomenclatura proveniente do desenvolvimento rápido e contínuo das tecnologias da informação e comunicação (TICs) e da internet que tem, cada vez mais, invadido o cotidiano das escolas e das salas de aula. Enquanto se teoriza uma Educação que, supostamente, é 4.0 e tem acompanhado as tendências digitais, ousamos problematizar que os problemas e desafios que envolvem os espaços educativos ainda são da geração 1.0. O termo Educação 1.0, do final do século XVIII, conceitua um enfoque tradicional de educação, o professor é o protagonista e o processo de ensino e aprendizagem individualizado, reservado as elites. A educação 2.0 surgiu com o intuito de preparar o homem para trabalhar nas fábricas durante o século XIX, os processos eram pautados na repetição e memorização. Em meados do século XX, a partir da 3° Revolução Industrial, surgiu a educação 3.0 que, de maneira inovadora, incorporou as novas tecnologias aos processos de ensino e aprendizagem, tratando os alunos como protagonistas da sua aprendizagem, democratização do saber. Já a educação 4.0 aparece como consequência da quarta revolução industrial, buscando atender as supostas emergências e necessidades do século, informações mais acessíveis, digitalização dos processos e diversas possibilidades de inovação1 . A obra "Desafios da educação na contemporaneidade: discursos emergentes e concepções de ensino" contém artigos que levam a pensar nesses desafios, compreendendo que eles envolvem as tecnologias digitais, mas vão bem além delas. Há desafios emergentes nos processos de ensino e aprendizagem que por ora são silenciados em detrimento de outros. Esta obra é uma das aberturas das cortinas das escolas e salas de aula visando trazer à tona temáticas que, na maioria das vezes, ainda são invisibilizadas. Tais temáticas, abordadas ao longo dos capítulos, enfocam desafios das mais diversas ordens, tais como: Formação de professores, prática docente, educação e diretos humanos, projeto político pedagógico, educação e tecnologias, educação na 1 LENGEL, J. G. A evolução da educação: 1-2-3. In: Carvalho, M. T. (Org.). Educação 3.0: novas perspectivas para o ensino. Unisinos. São Leopoldo, RS: 2017. pandemia, ensino remoto, educação a distância, educação e cultura, relações étnicoraciais, educação inclusiva, estágio docente, dentre outras. A partir das temáticas abordadas pelos autores e pelas autoras, percebemos que ao falar dos desafios da educação na contemporaneidade e ao analisar esses desafios visando desnudar o chão dos espaços educativos, as discussões têm como objetivo central o encontro de possíveis caminhos que colaborem e motivem não apenas os profissionais da educação, mas também seus alunos e alunas. Enquanto os desafios se desenham como vielas aparentemente sem saída, caminhos bifurcados ou como o tão conhecido fundo do poço, o debate sobre eles aqui proposto tendem por ressignificálos à medida que transformam os desafios em molas propulsoras de esperança e de novas possibilidades. Problematizar e refletir sobre a educação contemporânea e seus desafios é uma forma de ser sensível ao que vivem os profissionais da educação espalhados por esse país em seu trabalho cotidiano com os alunos e as alunas. Essa sensibilidade é ainda mais urgente quando, além dos já conhecidos inúmeros desafios que assolam a educação brasileira, passamos a viver, de repente, um contexto de pandemia, a saber, a pandemia do novo coronavírus (COVID 19). Nesse contexto, as questões discutidas pelos autores, de maneira envolvente e interdisciplinar a partir de abordagens teórico-metodológicas, funcionam ainda como materiais de apoio, de colaboração e de esperança para os profissionais da educação. Falar sobre os desafios não significa esbarrar neles e estagnar. É preciso fazer, sem romantizar, o que os profissionais da educação desse país sabem fazer de melhor: Ousar, criar, redesenhar, esperançar, amar... Mesmo diante do caos. Que os desafios aqui discutidos sejam possibilidades de pensar além.
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