Estúdio Ghibli: um aparato sobre as técnicas ilustrativas e filosofia oriental dos principais longas metragens de Hayao Miyazaki

In front of the vast and widespread use of new technology in 3D animation currently, this research aims to give an overview adjacent to major film productions with Studio Ghibli and its main director/animator: Hayao Miyazaki. Showing up as an interesting exception to worldwide success, the Ghibli feature films are made with the predominance of 2D hand-drawn art. Its process dates back to the first animations created in the early twentieth century, though such tools have been “overcome” by big studios like Walt Disney, Pixar and Dreamworks, the works of Miyazaki still get considerable highlight, preferring the pencil and paper than the computer. With the aid of some authors in particular as McCloud and the founders of Anima Mundi, and other theorists of design and subjective philosophy, some analyzes are mapped to better understand the connection between the work of Miyazaki and his contribution to the field of illustration and originality as a whole. The objective is to find the key points of Ghibli animations which will drive new parameters between creativity, illustration and Western and Eastern praxis.

Resgates e abandonos do passado na prática musical litúrgica católica no Brasil entre os pontificados de Pio X e Bento XVI (1903-2013)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O silêncio cartográfico de João Teixeira Albernaz I nas representações da costa brasileira

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Condicionantes da criação e desenvolvimento do curso de Ciências Sociais da Faculdade de Filosofia Ciências, e Letras de Marília

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Os animais não humanos no material didático do programa São Paulo Faz Escola

The relationship between humans and non-human animals dates back to the Prehistoric Era, when groups of humans migrated from the nomadic and extractive stage to sedentariness, starting to develop agriculture and animal husbandry. Ancient Greek philosophy, notably the Aristotelian school of philosophy, posited that nature has not done anything for nothing, and all things have a purpose: plants were created for the sake of animals, and these for the good of men, while the Bible preaches the view that the world was created for the good of men and other species were subordinated to their wants and needs. During the Renaissance, centuries XIV to XVI, anthropocentrism was established as the main philosophical concept. However, in relation to the treatment of animals, Renaissance did not differ substantially from medieval scholasticism, considering animals like machines, devoid of pain and immortal soul. In this context, scientific knowledge about plants, non-human animals and nature in general, is built on anthropocentric values, thus influencing the construction of school education in the disciplines of Science and Biology. Nowadays, at São Paulo state schools, specifically in the Ensino Fundamental II (6th to 9th grade), the program of the discipline Ciências da Natureza e suas Tecnologias is set by the Currículo Oficial do Estado de São Paulo, via the São Paulo Faz Escola Program, implemented by the Secretaria Estadual de Educação in 2010. This documentary research used the methodology of Content Analysis and aimed to analyze the presentation of non-human animals in Caderno do Professor and Caderno do Aluno, from 6th to 9th grades of the discipline Ciências da Natureza e suas Tecnologias. The analysis of the courseware revealed that its contents were influenced by the anthropocentric view, in both implicitly and explicitly ways, conveying anthropomorphic, utilitarian, stereotyped and derogatory statements towards...

Os animais não humanos no material didático do programa São Paulo Faz Escola

The relationship between humans and non-human animals dates back to the Prehistoric Era, when groups of humans migrated from the nomadic and extractive stage to sedentariness, starting to develop agriculture and animal husbandry. Ancient Greek philosophy, notably the Aristotelian school of philosophy, posited that nature has not done anything for nothing, and all things have a purpose: plants were created for the sake of animals, and these for the good of men, while the Bible preaches the view that the world was created for the good of men and other species were subordinated to their wants and needs. During the Renaissance, centuries XIV to XVI, anthropocentrism was established as the main philosophical concept. However, in relation to the treatment of animals, Renaissance did not differ substantially from medieval scholasticism, considering animals like machines, devoid of pain and immortal soul. In this context, scientific knowledge about plants, non-human animals and nature in general, is built on anthropocentric values, thus influencing the construction of school education in the disciplines of Science and Biology. Nowadays, at São Paulo state schools, specifically in the Ensino Fundamental II (6th to 9th grade), the program of the discipline Ciências da Natureza e suas Tecnologias is set by the Currículo Oficial do Estado de São Paulo, via the São Paulo Faz Escola Program, implemented by the Secretaria Estadual de Educação in 2010. This documentary research used the methodology of Content Analysis and aimed to analyze the presentation of non-human animals in Caderno do Professor and Caderno do Aluno, from 6th to 9th grades of the discipline Ciências da Natureza e suas Tecnologias. The analysis of the courseware revealed that its contents were influenced by the anthropocentric view, in both implicitly and explicitly ways, conveying anthropomorphic, utilitarian, stereotyped and derogatory statements towards...

Jean Bodin, o Methodus e a Clio tucidideana: as figurações heroicizantes do historiador

Apreciando as representações figuradas na ideia de uma Clio Tucidideana por fins do século XVI, propõe-se refletir sobre a associação entre a concepção antiga de herói e a moderna de gênio como parâmetro epistemológico que catalisa a apreciação da excelência da práxis historiográfica. Aborda-se essa reflexão tomando em particular as proposições elaboradas sobre a escrita da História no Metodus de Jean Bodin que juntamente com La Popelinière e Thomas Hobbes configuram historiograficamente a ideia da Clio Tucidideana conceituada por Cesare Ripa.

A livre improvisação musical e a filosofia de Gilles Deleuze

Nos últimos anos a improvisação passou a figurar como um tema cada vez mais presente nos ambientes acadêmicos e hoje é considerada uma importante linha de pesquisa. A nossa reflexão sobre a livre improvisação, além de se apoiar em nossas experiências práticas, tem como uma das suas principais referências a obra do filósofo francês Gilles Deleuze de quem são emprestados conceitos fundamentais tais como, estratificação, território, plano de consistência, molaridade e molecularidade, corpo sem órgãos, ritmo, meios e ritornelo. Neste artigo, originalmente publicado no número 49, vol. 1 da revista Perspectives of New Music, trataremos de mostrar de que forma estes conceitos nos auxiliam a pensar e fundamentar a livre improvisação musical conforme a concebemos em nossos trabalhos práticos e teóricos.

Justiça, razão comunicativa e emancipação social: Filosofia do Direito e Teoria da Justiça a partir do pensamento de Jürgen Habermas

Este artigo trata da interelação entre justiça, razão comunicativa e emancipação social. Ao referir-se à justiça e à injustiça, retorna a um tema de fundamental importância para a história da Filosofia do Direito, sem com isto assumir os riscos das teorias metafísicas da justiça. É a partir da teoria do discurso, de Jürgen Habermas, que as condições e os pressupostos para o desenvolvimento de uma noção de justiça pós-metafísica se torna possível. Investigar a tarefa da Filosofia do Direito, e o desafio do conceito de justiça, são tarefas desdobradas nos estudos e debates envolvidos neste texto.