1st online virtual meeting
02.12.2026:
Guest Lectures
Dr. Caroline Blanvillain, MCF (University of Montpellier, France)
Dr. Elvira Crois, Assist. Prof. (Vrije Universiteit Brussel, Belgium)
Prof. Wen-Shu Lai (National Yang Ming Chiao Tung University, Taiwan)
Dr. Chiaki Tokui, Lecturer (University of Welfare, Japan) & Prof. Tetsuya Kono (Rikkyo University, Japan)
Dr. Yajuan Wang, Αssoc. Prof. (School of Philosophy, Nankai University, China)
Dr. Caroline Blanvillain, MCF (University of Montpellier, France)
Using Images: A Methodology for a Dialogic Approach to Knowledge
This conference aims to examine the image, long confined to an illustrative function, as both a catalyst for dialogue and an embodiment of dialogue. Between beginnings and endings, the image raises a major tension: how can we harness the image as a catalyst for dialogue without compromising the requirements of intelligibility and scientific objectivity? After mapping, in an exploratory and epistemological manner, the various ways of engaging in dialogue through images (Alloa (ed.), 2010, 2017; Mitchell, 2004; Didi-Huberman, 1990, 2025), we will examine the methods and approaches used to construct and produce images in relation to the transmission of knowledge in education.. The challenge will be to identify the interstices that allow for the conception and communication of thought without freezing it in place, to delineate the boundaries between thought and materialization, and to take into account the suggestive power of the image (Mondzain, 2007).
Furthermore, on the one hand, we will demonstrate that, through its nonlinear forms, the image opens up an exploratory and experiential space where thought is constructed in ways other than through discursive language (Caraës & Marchand-Zanartu, 2011; Belting, 2004). It thus constitutes a heuristic labyrinth, capable of revealing complex relationships between heterogeneous elements. To this end, we will draw on François Jullien’s (2012) concept of “écart”: the “écart” as “a figure, not of order, but of disruption, with an exploratory purpose.” Indeed, the image can be conceived as a space of deviation, enabling the renewal of modes of dialogue and the opening of new fields of exploration.
Furthermore, to examine the thresholds of intelligibility, we will study hybrid forms of expression that combine text and image (signs, diagrams, graphics, photographs, drawings, etc.) as complementary modes of dialogue in the context of knowledge transmission. The aim is not to pit these forms against one another, but to examine mechanisms capable of maintaining a balance between interpretive openness and shared intelligibility (Chartier, 2005), while focusing our attention on the demands of relationships.
The power of images comes with significant limitations. Their meaning is never immediately apparent, and an abundance of images does not guarantee their understanding. An image produces meaning only when embedded within a shared frame of reference. Furthermore, its reception is deeply subjective, dependent on individuals’ experiences and imaginations, and contextual, varying across cultures (Pinotte & Somaini, 2025). Because this variability undermines understanding in dialogue, we will pay particular attention to the resonances, correspondences, and arrangements that emerge across multiple vectors.
Engaging in dialogue with images and images of dialogue regarding knowledge invites us to develop a new epistemology grounded in the relationship between forms, perspectives, and contexts, in order to produce knowledge that is both rigorous and open.
Bibliography
Alloa, E. (éd.), (2017). Penser l’image. Volume 3 – Comment lire les images ? Dijon, Presses du Réel.
Alloa, E. (éd.), (2010). Penser l’image. Dijon, Presses du Réel.
Caraës, M.-H. & Marchand-Zanartu, N. (2011). Images de pensée. Paris, Réunion des Musées Nationaux.
Belting, H. (2004). Pour une anthropologie des images. Paris, Gallimard.
Chartier, R. (2005). Inscrire et effacer : culture écrite et littérature (XIe – XVIIIe siècle). Paris, EHESS, Gallimard, Seuil.
Berger, J. (2014). Voir le voir. Paris, B42-51.
Didi-Huberman, G. (1990). Devant l’image. Questions posées aux fins d’une histoire de l’art. Paris, Minuit.
Didi-Huberman, G. (2025). Celui par qui s’ouvre la terre. Saint Georges, versions d’une légende. Paris, Gallimard
Jullien, F (2012). L’écart et l’entre. Ou comment penser l’altérité. Leçon inaugurale de la Chaire sur l’Altérité, Collège d’études mondiales. ⟨halshs-00677232⟩
Mitchell, W. J. T. (2018). Iconologie. Image, texte, idéologie. Paris, Les Prairies ordinaires.
Mondzain, M.-J. (2007). Homo spectator. Paris, Bayard.
Pinotti, A. & Somaini, A. (2022). Culture visuelle. Images, regards, médias, dispositifs. Dijon, Presses du Réel.
Warburg, A. (2012). L’Atlas mnémosyne. Paris, Atelier de l’écarquillé.
Warburg, A. (2003). Le Rituel du serpent : Récit d’un voyage en pays pueblo. Paris, Macula.
Curriculum Vitae
Caroline Blanvillain (caroline.blanvillain@umontpellier.fr) is an associate professor of aesthetics and art sciences, specializing in the visual arts, at the Faculty of Education at the University of Montpellier. She is affiliated with the Interdisciplinary Laboratory for Research in Didactics, Education, and Training (LIRDEF). Her scholarly work focuses on two research themes: the aesthetics of the image and artistic training; these themes are interconnected through the concepts of Bild and Bildung and are explored through three main areas of focus: the image, the arts, and the person.
Dr. Elvira Crois, Assist. Prof. (Vrije Universiteit Brussel, Belgium)
Dialogic Art for Difference
This lecture explores the potential of dialogic artistic practices to cultivate meaningful engagement across difference. Beginning with the question of what constitutes dialogue and how dialogic art can be understood, the session examines dialogue not as a search for consensus, but as a practice of encountering plurality, uncertainty, and dissensus. Drawing on perspectives from education, philosophy, and contemporary art, participants will consider how dialogic approaches can foster the capacities needed to navigate complex social and ecological challenges, including openness to multiple worldviews, reflexivity, and collaborative knowledge creation.
The lecture connects dialogic art to broader educational and scholarly movements such as pluriversal perspectives, highlighting its relevance for interdisciplinary and transdisciplinary collaboration. Through examples including Building Conversation (NL) and Katrien Oosterlinck (BE), and the presenter’s own practice of creative reflection, the session will illustrate how artistic practices can create spaces for dialogue, mutual learning, and transformative encounter across differences.
Curriculum Vitae
Elvira Crois (Elvira.Crois@vub.be) is Assistant Professor and postdoctoral researcher in arts education at Brussels research centre for Innovation in Learning and Diversity [BILD] at Vrije Universiteit Brussel. Their research focuses on participatory processes in the arts, education, and research. In the arts, they explore audience participation and artistic strategies of worldmaking. In education, they study playful and embodied learning with regards to ecology and justice. In research, they innovate methodologies by exploring participatory and arts-based methods for data collection, dramaturgical practice, creative analysis, and embedded reflective strategies for transdisciplinary research.
Prof. Wen-Shu Lai (National Yang Ming Chiao Tung University, Taiwan)
Net Zero through Green Curating
Green curation reduces the carbon footprint of art and cultural exhibits by utilizing sustainable materials, minimizing shipping, and rethinking design. This initiative aims to transform public perception and action regarding climate change through emotional experiences in art curation while also enhancing understanding of a net-zero society. The lecture will focus on the 3R Carbon Reduction Principles: Reduce, Reuse, and Recycle, as well as Emotional Transformation in Green Curation. Through green curation and effective communication, we aim to raise public awareness and promote practices that support net zero, improve multispecies literacy, challenge anthropocentrism, and incorporate perspectives of more-than-human.
Curriculum Vitae
Wen-Shu Lai (wslai@nycu.edu.tw) holds an MA and MFA in Art and Design, as well as a Doctoral degree in Art Education from the University of Iowa. Currently, she is a professor at the Institute of Applied Arts, where she is also the Dean of the College of Humanities, Arts, and Social Sciences, and leads the Interrogative transArt Lab. As an artist, Lai focuses on ontological inquiries. Her research interests encompass Art Intervention, Cross-disciplinary Arts, Interrogative Design, Hermeneutic Theory, Phantom Narratives, and Artist’s Books.
Dr. Chiaki Tokui, Lecturer (University of Welfare, Japan) & Prof. Tetsuya Kono (Rikkyo University, Japan)
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Dr. Chiaki Tokui, Lecturer | Prof. Kono Tetsuya |
A Phenomenological Qualitative Study of Classroom Culture and Philosophical Practice:
What Do Students Experience in an Increasingly Divided Classroom?
The collapse of classroom communities directly threatens the fundamental right to education. In Japan, the number of non-attending students has reached a record 350,000, while a fiscal year 2025 survey by the Ministry of Education, Culture, Sports, Science and Technology (MEXT, 2026) revealed that a record 1,319 primary and secondary school teachers left their positions due to mental health issues. These trends indicate a pervasive structural crisis: schools are increasingly failing to serve as psychologically safe learning environments for both students and educators.
This climate of division is particularly acute in Japanese general-education high schools. Despite fixed classroom cohorts and limited elective coursework, intense intra-class factionalism, exclusionary peer dynamics, and severe reluctance to voice individual opinions frequently arise. Compounded by entrance-exam-driven instruction, many students complete terms without knowing their peers’ names, fostering pervasive alienation and mutual hostility.
In response to practitioner requests to cultivate an environment conducive to authentic dialogue, the authors implemented a year-long intervention of philosophical practices tailored for community reconstruction. Adopting a phenomenological qualitative framework, this study examines what changes continuous philosophical inquiry induces in students within an entrenched classroom divide, focusing on their lived experiences.
This presentation proceeds in three parts. First, we outline the historical trajectory and current landscape of philosophical practice in Japan, contextualizing our collaborative initiatives. Second, we articulate the phenomenological qualitative methodology employed. Finally, we synthesize findings from the year-long intervention and in-depth student interviews to delineate the experiential shifts occurring when philosophical dialogue is embedded in deeply fragmented school environments.
References
Ministry of Education, Culture, Sports, Science and Technology. (2026). Reiwa 7 School Teacher Statistics (Results of the School Teacher Statistics Survey) Interim Report. https://www.mext.go.jp/content/20260722-mxt_chousa01-000050797_1.pdf
Curriculum Vitae
Chiaki Tokui
Ph.D. (Education), University of Tsukuba, Ibaraki, Japan
Lecturer, Department of Child Studies, Shizuoka University of Welfare, Shizuoka, Japan
Her main research interests lie in education and philosophy for children. She engages in both research and practice in schools and communities, with a recent focus on children’s lived experiences from a phenomenological perspective.
Kono, Tetsuya
PhD (philosophy), Keio University, Tokyo, Japan
Professor of the Department of Education at Rikkyo University, Tokyo, Japan
Member of the Science Council of Japan (the 26th–27th Term)
His main research interests lie in phenomenology, philosophy of mind, and philosophical psychology. He has been practicing children’s philosophy for many years, from preschoolers to high school students, in various locations in Japan and overseas. He is also concerned in environmental philosophy and environmental ethics.
Major Publications (books, all in Japanese):
Lectures on the Philosophy of Education（2025）, Ma’ai as distancing: An Exploration of Ecological Phenomenology (2022), When People Talk, They Are Not Thinking: A Philosophy of Dialogue and Thought (2019), Everything Will Revert to Wild Someday (2016), etc.
Dr. Yajuan Wang, Αssoc. Prof. (School of Philosophy, Nankai University, China)
Enacting Growth: A Phenomenological and Enactivist Framework for Educational Research
Educational research struggles with an enduring tension between the continuous, processual nature of human growth and measurement models that rely on quantifiable, staged states. While educational phenomenology restores attention to the child life-world and pedagogical tact, its contributions remain confined to descriptive interpretation. Merleau-Ponty’s Sorbonne lectures on child psychology and pedagogy overcome this limitation by moving beyond the atomistic stage models of traditional developmental psychology, establishing a framework that treats growth as the temporal unfolding of embodied experience. Cognitive enactivism advances this trajectory as Ezequiel Di Paolo introduces adaptivity into the autopoietic framework, bringing genuine temporality and historical depth to living systems. Building on this foundation, Thomas Fuchs extends these dynamics into neurobiology, defining learning as the specialized process through which living systems alter their internal structures over time. Spanning biological, psychological, and cultural timescales, this framework conceptualizes growth as a generative coupling driven by embodied memory and neural reorganization. This approach ultimately transforms educational assessment by anchoring development within the cross-temporal scale of embodiment, offering a robust mechanism to capture the continuous nature of growth with both theoretical depth and practical explanatory power.
Curriculum Vitae
Dr. Yajuan Wang (wang.sophie2013@gmail.com) is an Associate Professor in the School of Philosophy at Nankai University. Her research centers on French philosophy and Western Marxism, with specialized expertise in the phenomenology of the body and the philosophy of nature. Within phenomenological theory, she examines Merleau-Ponty’s creative breakthroughs relative to Husserlian phenomenology, guided by the core themes of nature and history. She is the author of two monographs: Nature and Logos: Merleau-Ponty’s Later Thought and Its Relation to Husserl (Chinese Social Sciences Press, July 2022) and The Way toward Nature: Merleau-Ponty between Phenomenology and Ontology (Chinese Social Sciences Press, October 2014). Her translation of Merleau-Ponty’s Nature was short-listed for the 17th Fu Lei Translation and Publishing Award, and she has published over forty academic articles. Bridging the phenomenology of the body with art, French Marxism, and embodied cognition, her work re-establishes Merleau-Ponty’s place within the intellectual genealogy of French Marxism and brings embodiment-oriented phenomenology into active dialogue with biology and cognitive science.
2nd online virtual meeting
09.12.2026:
Guest Lectures
Prof. Viviane Moraes de Caldas (Universidade Federal de Campina Grande, Brazil)
Prof. Flávio de Carvalho (Federal University of Campina Grande, Paraíba, Brazil)
Dr. Vladislav Gospodinov, Assoc. Prof. (Sofia University "St. Kliment Ohridski", Bulgaria)
Prof. Walter Omar Kohan (State University of Rio de Janeiro, Brazil)
Prof. Valter Ferreira Rodrigues (Federal University of Paraíba, Brazil)
Prof. Viviane Moraes de Caldas (Universidade Federal de Campina Grande, Brazil)
Living Knowledge, transforming ourselves and the world: Seneca and Paulo Freire in interlocution
Almost twenty centuries separate the Stoic philosopher Seneca (4 BCE–65 CE) from the educator and philosopher of education Paulo Freire (1921–1997). Nevertheless, despite this extensive temporal gap, it is possible to identify in both thinkers a concern with the formation of the individual and with the possibility of transformation through knowledge and education, with freedom as a horizon. This presentation explores how Seneca’s ideas, oriented toward the individual’s inner liberation, can be brought into conversation with Freire’s thought, which is grounded in a liberating conception of education centered on conscientization, dialogue, and transformative action in the world. We seek to establish an articulation between Senecan philosophy and Freirean philosophy of education, highlighting an intellectual interlocution in which ethics, education, experience, and freedom converge. The presentation therefore discusses questions related to living knowledge, self-reflection, self-transformation, education as an act of intervention in the world, and freedom, drawing on an interlocution between the thought of Seneca and Paulo Freire. The main references are Seneca’s Epistulae ad Lucilium and Paulo Freire’s Pedagogy of Autonomy and Education as the Practice of Freedom.
Keywords: Seneca; Paulo Freire; philosophy of education; knowledge; self-transformation; freedom.
Curriculum Vitae
Viviane Moraes de Caldas (viviane.moraes@professor.ufcg.edu.br) holds a PhD in Letters from the Federal University of Paraíba (UFPB), with research in Classical Studies, and completed part of her doctoral studies as a Visiting Researcher at the Institute of Classical Philology at the University of Vienna, Austria. Currently, she is a postdoctoral researcher at the University of the Aegean, Greece. She holds an MA in Letters (Language and Teaching) and undergraduate degrees in Letters from the Federal University of Campina Grande (UFCG), where she is an Associate Professor of Classical Philology. She teaches Latin Language, Latin Literature, and Romance Philology and is also a faculty member of the Graduate Program in Language and Teaching (PPGLE/UFCG). She is a member of the Brazilian Society of Classical Studies (SBEC). Research focuses on Classical Studies, particularly Greco-Roman literature, mythology, Greek and Latin tragedy, and Imperial Stoicism, with a special emphasis on the works of Seneca. Current postdoctoral research investigates the relationship between Seneca’s thought and Paulo Freire’s philosophy of education, with particular attention to the concepts of knowledge, experience, practice, and self-transformation. Research interests also include representations of women and violence against women in Greco-Roman literature and mythology. Leader of the CNPq research group Myths, Women and Goddesses (MiMuDe).
She is currently a postdoctoral researcher at the University of the Aegean, Greece, under the supervision of Prof. Elena Theodoropoulou.
Prof. Flávio de Carvalho (Federal University of Campina Grande, Paraíba, Brazil)
Masculinities as a philosophical trouble
The central question in this paper is discuss about how masculinities constitutes a philosophical problem. This discussion is supported to the Michel Foucault and Judith Butler’s philosophical concepts. In this sense, some textes can offer important contributes, e.g., The History of Sexuality 1 (The Use of Pleasure) and 3 (The Care of the Self) by Foucault and Gender Trouble and Giving an Account of Oneself by Butler. Taken together, the foucauldian and butlerian thoughts indicate ontological, ethical, and political aspects which constitute gender questions — these are preliminar elements about the relevance of philosophical studies on masculinities. Some starting questions can take “What are masculinities?”, “What are ways of being a man?”, and “What processes of subjectivation construct male subjectivities?”. It’s the time to think about the diversity of men and their ways of being.
Curriculum Vitae
Flávio de Carvalho (flavio.carvalho@ufcg.edu.br) holds a doctorate in Philosophy. He is a professor at the Federal University of Campina Grande (Paraíba, Brazil), where he teaches at both the undergraduate and master’s levels. His research and publications focus on philosophical themes and concepts related to political philosophy, the philosophy of education, and philosophy within gender studies. He directs the research groups “Michel Foucault and Philosophical Hermeneutics” (UFCG/CNPq) and “Education and the Teaching of Philosophy” (UFCG/CNPq).
Dr. Vladislav Gospodinov, Assoc. Prof. (Sofia University "St. Kliment Ohridski", Bulgaria)
The philosophy of space in a photographic exhibition
The text presents various aspects of the spatial organization of a photographic exhibition. It examines both best practices and unsuitable examples, considering pedagogical potential and psychological effects on the audience. Specific recommendations are substantiated for conceptualizing the space through a philosophical lens, aiming for an optimal pedagogical and psychological impact during the interaction with the photography.
Curriculum Vitae
Vladislav Gospodinov (v.gospodinov@fp.uni-sofia.bg) Born in Sofia, Bulgaria.
Graduated from the Pedagogy of deviant behavior specialty at the Faculty of Pedagogy of the Sofia University “St. Kliment Ohridski”.
In 2006, he defended his dissertation for doctor of pedagogy.
Since 2008, he has been a professor at the Faculty of Pedagogy of Sofia University. Leads courses in the same faculty on Theory of Education, Photography and Pedagogy, Educational and Therapeutic Aspects of Photography; teaches Pedagogy at the Faculty of Philosophy, the Center for Eastern Languages and Cultures, the Faculty of Biology, etc.
His scientific interests are in the field of Theory of Education, Pedagogical Photography, etc. It sets the beginning and justifies the scientific status of Educational photography.
He is the author of over 100 scientific publications, including two monographs, over 10 studies, several teaching aids.
Author of four solo photography exhibitions and participant in six collective exhibitions.
Author of the photographs and compiler of three photographic albums – books.
So far, he is the scientific supervisor of three PhD students and over 30 students.
He participated as a member in more than 30 research projects and was the head of 6. At the moment, he leads a team of 18 people on a European project with a view to researching the undergraduate practice.
He is a member of the oldest Educational and Scientific Laboratory of Experimental and Professional Pedagogy in Bulgaria “Prof. Dr. Petar Noikov” at the Faculty of Pedagogy; Founding member of the Center for Interdisciplinary Research and Innovation in Non-Formal Education at the Faculty of Pedagogy; member and scientific secretary of the Union of Scientists in Bulgaria – Section “Pedagogy and Psychology”, vice-president of the Humanity Foundation, Member of the Photo Club “Photo World”, Bulgaria.
Prof. Walter Omar Kohan (State University of Rio de Janeiro, Brazil)
A childish and philosophical pedagogy of the question
This will be a practical exercise on a childish and philosophical pedagogy of the question in which participants with be invited to participate and then think together about the shared experience.
Curriculum Vitae
Walter Omar Kohan (wokohan@gmail.com) is Full Professor at the State University of Rio de Janeiro (Brazil). Senior Researcher of CNPQ and FAPERJ. Former President of the International Community for Philosophical Inquiry with Children (ICPIC). Co-editor of childhood & philosophy, (http://www.e-publicacoes.uerj.br/index.php/childhood). Organizer of the Biennial International Colloquiums of Philosophy and Education (filoeduc.org/13cife). Main books in English: Philosophy and Childhood: Critical Perspectives and Affirmative Practices. (Palgrave, 2014); Childhood, Education And Philosophy: New Ideas For An Old Relationship (Routledge, 2015); The Inventive Schoolmaster (Sense, 2015); Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education (edited with Barbara Weber; Lexington, 2020); Paulo Freire. A philosophical biography (Bloomsbury, 2021).
Prof. Valter Ferreira Rodrigues (Federal University of Paraíba, Brazil)
FOR A DIALOGICAL EDUCATION
The Dialogue as a Pedagogical Condition in Paulo Freire’s Philosophy of Education
Dialogue stands at the center of education and every pedagogical process of teaching and learning. This is what Paulo Freire affirmed when he wrote one of his most important works: Pedagogy of the Oppressed (1968). In this book, Freire refers to dialogue as the essence of education. For him, the point is that: “to exist humanly is to name the world, is to change it. The named world, in turn, returns problematized to those who named it, demanding of them a new naming” (Freire, 1970, p. 43). This means that human beings do not receive a finished world, but rather transform it through word, work, and action-reflection. There is no separation between human beings and the world. Dialogue is the genuine form of this relationship. “Dialogue is this encounter of men, mediated by the world, to name it (…). It is an act of creation” (op. cit. p. 45). From this philosophical perspective, Freire presents to us not only his ethical, anthropological, and political bases, but also his Freirean pedagogy, centered on dialogue.
For the past sixteen years, I have dedicated myself to the theme of teaching and learning Philosophy from the perspective of what we have called philosophical education, first within Basic Education and later in Higher Education, in teacher training courses (undergraduate programs) and in pedagogy programs. When I was a high school teacher, I began my research by questioning the place of Philosophy in the school curriculum and the existing understandings in our country regarding the importance of Philosophy in school formation. Later, already at the University, my questions sought to understand how Philosophy contributes to the formation of teachers and other education professionals, beyond the ordinary study of philosophical foundations of education and pedagogical practice.
More recently, in the post-pandemic period, studies on human neurodevelopment, especially those concerning about neurodivergences, atypicalities, and neurodiversity, bring me a new academic territory and a new experience of philosophical thinking that I call as Philosophy of Inclusive Education. This is a new field for me, and the question I pose to myself is: how can Philosophy contribute to a type of education that I call Philosophy of Special Education?
This brought me back to the works of Paulo Freire. He emphasizes the necessary dialogue with nature and with the world. In The Importance of the Act of Reading (1981), Freire tells us that before any contact with letters or written texts, the human being is immersed in a reading process: the reading of the concrete reality that surrounds us. A child who grows up in the countryside already reads the sky to know whether it will rain, reads the behavior of animals, the expressions of adults, and the rhythms of daily life. This set of experiences forms what he calls “word-world,” a fusion between language and lived experience that precedes and grounds any formal learning. The pedagogical consequence of this is huge: reading and writing cannot be a mechanical act of decoding symbols. My proposal to promote a dialogue with students about this reading of the world as the construction of “word-world,” drawing on Freire.
Keywords: Paulo Freire. Dialogue. Neurodiversity. Word-world. Philosophy of Education.
Curriculum Vitae
Prof. Dr. Valter Ferreira Rodrigues (valter.rodrigues@academico.ufpb.br) holds a PhD in Education (Graduate Program in Education – PPGE/UFPB). Master’s degree in Philosophy (Graduate Program in Philosophy – PPGFil/UFPB). Bachelor’s degree in Philosophy (Jesuit Faculty of Belo Horizonte – FAJE/UFMG). Associate Professor at the Department of Educational Foundations (Center of Education/UFPB). Permanent Professor of the Professional Master’s Program in Philosophy (PROF-FILO) at the Federal University of Paraná (UFPR), Campina Grande Campus (Teaching Philosophy in Basic Education and in the training of teachers and pedagogues). Professor in the Graduate Program in Public Policies, Management and Evaluation of Higher Education (PPGAVE). Collaborative researcher at the Laboratory for Research in Practical Philosophy at the University of the Aegean (Greece). Member of the Working Group “Philosophizing and Teaching to Philosophize” of the National Association of Graduate Studies in Philosophy (ANPOF). Member of the Research Group on Management Policies, Environmental Education and Environment in Higher Education. Deputy Director of the Center of Education at the Federal University of Paraíba.
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