Alberto Filipe Araújo

Prometeu contra Hermes: o lugar do design no imaginário contemporâneo

This article proposes a reflection on the contemporary imaginary, taking the design as a central vector and two mythical figures, Hermes and Prometeu, as main coordinates. First, we make some considerations about the theoretical bases that support the approach proposed here, and then we indicate the way in which the figures of Prometeu and Hermes lead much of the sociocultural dynamics. Next, we analyze the post-Promethean paradigm that Bruno Latour identifies from five connotations of the term design. We conclude, finally, that the myths of Hermes and Prometheus are implied in each other and that the design expresses, in the contemporary imaginary, this correlation.

O Imaginário Educacional na Perspetiva de Gilbert Durand

This article stems from the work of Gilbert Durand and preferentially opts the heuristic notion of myth-analysis, although in a much broader sense, to the detriment of the notion of myth-criticism, more orientated towards literary and poetic criticism. The advocated point of view here is that the semantic basin in which the myth-analysis operates, conceived for more ideologized contexts, is that of the educational imaginary with its concept of ideologeme. It is, therefore, in this context that the discussion will take place, in our last section,envisaging the importance and interest of Myth-analysis and its implications in an educational hermeneutics panorama, which in turn will not fail to have implications in the Philosophy of Education.

A RELAÇÃO DIALÓGICA ENTRE O MESTRE E O DISCÍPULO. PARA UMA APOLOGIA DO BEM-VIVER FRATERNAL

Este artigo discute a luz do “bem-viver” a relacao dialogica, que se pretende fraternal, entre o Mestre e o discipulo numa acecao ampla a luz do valor pedagogico do discurso falado e do lugar do Mestre na formacao do discipulo e da propria humanidade. Trata-se de valorizar uma pedagogia que faz do dialogo comprometido o leitmotiv fundante cuja pedra angular e a palavra iniciatica, enquanto trans-formacao ( um-bildung ) e enfatiza a importância de Olhar o Outro nao como um “menor”, nao como o “estrangeiro”, mas na qualidade do meu “proximo” a semelhanca da parabola evangelica do “Bom Samaritano”. Assim, afirma a condicao itinerante do ser humano ( homo viator ), realca a simbolica do gesto fraternal, mostra a importância do dialogo realizado ao longo do caminho e as repercussoes pedagogicas desta perspetiva. O tema da iniciacao e da palavra assumem um papel relevante no processo de conscientizacao e crescimento em humanidade, onde nao pode ser esquecida a dimensao renovadora da pedagogia e a necessidade da presenca iniciatica de um Mestre ao longo ca vidado educando.

L’énigme du pont d’Amaurote

Une fois terminee l’Utopie, Thomas More l’envoya a Pierre Gilles pour qu’il la lise et qu’il l’avertisse de ce qui aurait pu lui echapper. L’eventualite d’une erreur de la part de More, narrateur et auditeur du discours de Raphael, a ete interpretee comme un detail, parmi d’autres, qui laisse entendre que l’ile existe reellement. Les auteurs envisagent donc le probleme du pont d’Amaurote comme une enigme, et au fur et a mesure de leur decouverte, ils saisissent une des significations de l’affabulation utopique.