João RIbeiro

Research has revealed how inherent self-organizing tendencies in athletes and sports teams can be exploited to facilitate emergence of dynamical patterns in synergy formation in sports teams. Here, we discuss how game models, and associated tactical principles of play, may be implemented to constrain co-existing global-to-local and local-to-global self-organization tendencies in team sports players during training and performance. Understanding how to harness the continuous interplay between these co-existing, bi-directional, and coordination tendencies is key to shaping system behaviors in sports training. Training programs are traditionally dominated by designs, which shape the self-organizing tendencies of players and teams at a global-to-local scale by coaches imposing a tactical/strategical plan with associated tactical principles of play. Nevertheless, recent research suggests that performers also need to be provided with opportunities to explore self-organizing tendencies that emerge at the local-to-global scale in training. This directional tendency in synergy formation can be facilitated by players being given opportunities to actively explore different adaptive and innovative performance solutions, coherent with principles of play circumscribed in an overarching game model. Developing methods (coaching sessions rooted on principles of dynamical systems theory that foment the development of such local-to-global relations) to exploit the continuous interplay between these co-existing tendencies within sports teams may promote more effective and efficient athlete skill training programs, in addition to enhancing performance.

O presente artigo apresenta os primeiros resultados de uma pesquisa de Iniciação Científica Júnior realizada no IFPR – Campus Curitiba, buscando não apenas a compreensão do conceito de revolução (a partir da visão científica da história), mas também aspectos semânticos e hermenêuticos relacionados ao conceito. Para tanto, fez-se uso de uma pesquisa exploratória e uma revisão conceitual a partir de artigos acadêmicos e dicionários filosóficos. Entre as principais referências pesquisadas estão: Martins (1989); Bobbio (1998) e Krishna (1973). Entre os objetivos, buscou-se diferenciar revolução de rebelião e de golpe de Estado; analisar as especificidades do conceito de revolução; bem como elementos relacionados a sua historicidade. Com relação à hermenêutica, foram consideradas as correntes epistemológicas atinentes às visões marxista e conservadora expressas em autores como Karl Marx; Antonio Gramsci e Roger Scruton quanto às interpretações valorativas do legado que elas trouxeram à história. Assim, foi possível notar que, com o advento da Revolução Francesa, o conceito se transformou da noção de retorno a uma ordem antecedente para a transmutação de fato dessa ordem. Ademais, percebeu-se que as visões marxistas estão para uma ponderação positiva das revoluções de “baixo para cima” com a Revolução Russa como principal exemplo, enquanto as conservadoras estão para as revoluções de “cima para baixo”, com a Americana e a Inglesa tidas como ideais.

The article “Outline of article 5 of the OECD model Convention” is written on a relevant topic, which is important because the object of analysis has many meanings. The author analyzes the concept of permanent establishment, provided for in Article 5 of the Organization for Economic Co-operation and Development Model Convention with respect to taxes on income and on capital. The main goal of the article is to discuss the institute of permanent establishment and to help understand it better. The author does not seek to provide a thorough analysis of the content of Article 5, but rather, to concentrate on its main aspects. Even though the study of permanent establishment, provided in this article, related only to the context of the Convention, it can also be useful while analysing the concept of permanent establishment under the US Model Income Tax Convention and the 2001 UN Model Convention

Essential philosophical question according to Paul Ricœur: the ontological and epistemological possibility of the understanding of the self. Philosophy as reflection, ethics and herrneneutics; reflection taken as a task of position, interpretation and appropriation of the self; ethics as the effort of emancipation is required; hermeneutics as ontic-existential investigation which deals with the situation of sharing belonging (pre-understanding) and the critical distanciation which come with or judge rival or opposing interpretations; understanding of the self as a consequence an a unfinished interpretation of the envolving significant signs (symbols and texts); interpretation as dialectic relation between understanding (synthesis, truthful guess and appropriation as far as reference is concemed) and explanation (analysis, clarification and methodological validation as far as sense is concemed) in the dynamic process of reading. Ricœur’s perspective – framed in reflexive philosophy and as a hermeneutic variation of Husserl’s phenomenology starting from the epistemology to the ontology of the understanding.

Desde o Concílio Vaticano II, a Igreja Católica tem motivado o progresso social da humanidade em prol de uma educação que envolva o “bem comum” e o “direito universal”. O Papa Francisco propõe a celebração de um Pacto Educativo Global, unindo toda a sociedade para que se renove o amor por uma educação mais aberta e inclusiva em prol das futuras gerações. Através de políticas públicas coerentes com as múltiplas realidades, valorizando uma educação centrada na pessoa em consonância com o coletivo, direcionando para uma educação humanizadora com a meta de formar seres humanos com valores éticos e morais. Uma educação em que o ato de ensinar e aprender seja ressignificado no que já se traz de bom e que realize, assim, transformações profundas nos espaços, nas culturas e nos diferentes ambientes institucionais, com os quais colabora-se na construção, melhoria e mudança em prol de um mundo mais solidário e fraterno, começando pela transformação de cada pessoa humana.

The purpose of this study was to understand the perceptions of highly skilled and less skilled volleyball players about the influences that parents, coaches, and peers had on their sport development and performance achievement. Highly skilled (n= 30) and less skilled (n= 30) volleyball players participated in semi-structured retrospective interviews to explain how parents, coaches and peers may have influenced their sport participation. Data was analyzed through a process of content analysis. Results indicated that parents, coaches, and peers had an important influence in player's sport development but differing according to players' expertise level. Concerning to parental influences, tangible support during the early years of development was mentioned by all players. However, parents' level of involvement and parenting styles revealed interesting differences between highly skilled and less skilled players. Highly skilled players perceived a moderate parental involvement and an autonomy-supportive parenting style, while less skilled players referred a excessive parental involvement in players' sport participation. Coaches influences showed to have some similarities in the early years with all players mentioning coaches as caring and recognizing their value as an athlete. However, highly skilled players described a different training environment characterized by a demanding coach, individualized instruction, and specific goal setting. Regarding peers' influence, all players recognized that friends were not only one of the main reasons to start playing volleyball, but also an important source of support to remain engaged and staying motivated to do sport. Highly skilled players, however, mentioned the importance of teammates' positive push and critiques during practice for enhancing their motivation, team cohesion and friendship. They also highlighted the importance of friends outside of sport in the later years of their career by acting as an escape from all the pressure that emerged from volleyball training and competition demands. Overall, these findings highlight different social influences according to the players' expertise level suggesting the need to examine more extensively the nature of significant others' support on athlete and talent development.