The instrumentality of the portfolios in the teach-learning process: study with higher education Portuguese teachers

In a time when higher education come for deep changes and if intends an education more centered in the pupil, the teach-learning portfolios appears as a tool to use, because versatile and with innumerable potentialities. This article reveals the results gotten with higher education teachers, who we looked for to know if these appeal in use the teach-learning portfolios, in the curricular units that teach. We looked for, equally, to perceive of that forms these are used. This is an exploratory study, basically descriptive, that does not have pretensions to generalize for all the teaching population. We elaborated and we applied a questionnaire, with 290 teachers of higher education public, university and polytechnic. We verify that the percentage of the teachers that uses the portfolios in the teach- learning process is not very raised.

Argumentos duales: el principio de dualidad como una estructura argumentativa

El objetivo de la tesis es identificar una familia de argumentos que comparten una estructura con el principio de dualidad de la geometría proyectiva. Esta familia la denomino "argumentos duales". Para lograr este objetivo, tomo cuatro argumentos importantes de la filosofía analítica e identifico en ellos la estructura que comparten. Los cuatro argumentos son: (i) el acertijo de la inducción de Goodman; (ii) la indeterminación de la referencia Putnam; (iii) la indeterminación de la traducción de Quine; (iv) la paradoja del seguimiento de reglas de Wittgenstein.