Jesus, Paulo Renato
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Jesus
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Paulo Renato
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Paulo Renato Jesus
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Paulo Renato Cardoso de Jesus (Paulo Jesus) tem formação em Teologia, Filosofia e Psicologia, realizou o seu doutorado na EHESS (Paris) em 2006, foi Visiting Scholar em NYU e Columbia University assim como estagiário pós-doc no CREA (Paris). A Atualmente, é Investigador no Centro de Filosofia da Universidade de Lisboa (CFUL) e Professor Auxiliar Convidado (tempo parcial) de Filosofia do Direito na Universidade Portucalense. A sua investigação concentra-se na obra de Kant e Filosofia Moderna, nomeadamente as conceções modernas da subjetividade (especialmente entre Descartes, Locke, Leibniz, Kant e Fichte) e os projetos de Paz Perpétua e de justiça cosmopolita. Na interseção entre Filosofia e Psicologia, Paulo Jesus tem pesquisado os processos da empatia, a construção da identidade pessoal e a personalidade narrativa autobiográfica, estabelecendo alianças teóricas entre a Fenomenologia e a Psicanálise.
341A-6BE0-202D
35362004900
C-4078-2013Research Projects
Organizational Units
CINTESIS.UPT - Centro de Investigação em Tecnologias e Serviços de Saúde
Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS.UPT), former I2P, is an R&D unit devoted to the study of cognition and behaviour in context. With an interdisciplinary focus, namely on Education, Translational and Applied Psychology
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Publication Open Access L’instabilité de l’être-avec: Configurations de l’intersubjectivité autour de Sartre, Merleau-Ponty et Levinas2009 - Jesus, Paulo RenatoLe rapport à l’altérité en général et à autrui en particulier condense un noyau de possibilités multiples qui, selon l’hypothèse esquissée, s’exprime et s’interprète dans le mode de penser et de vivre le Désir d’avenir. Oscillant entre hétérophagie et hétérophilie, ce type fondamental d’érotisme tem- porel s’incarne dans des configurations phénoménologiques dont la typologie idéale fait covarier une décision métaphysique (repérable au sein du spectre qui va de l’idéalisme constructiviste au réalisme affectif) avec une attitude éthique (située entre le scepticisme individualiste et l’hétérodicée absolue). L’analyse des contrastes qui définissent les positions onto-éthiques de Sartre, Merleau-Ponty et Levinas devient une méthode heuristique pour mettre en évidence la topologie de l’incommensurable et de l’optatif.Publication Open Access La métaphysique entre le rêve et la folie: Visions précritiques du possible, du réel et du nécessaire2009 - Jesus, Paulo RenatoL’événement philosophique le plus radical de la période précritique kan- tienne consiste peut-être dans la réfutation du caractère analytique ou logique de l’existence grâce à la redéfinition de l’existence sur le mode de la « position absolue d’une chose »1, en dialogue entre autres avec Descartes, Leibniz, Cru- sius, Baumgarten et Wolff. La théorie précritique de l’existence, vraisembla- blement la plus critique (dans la formulation, non pas dans les implications) de toutes les théories précritiques de Kant, peut être considérée comme le point d’intersection de plusieurs lignes de force, notamment la logique et l’ontologie des modalités, la théodicée, invariablement fondée sur la preuve ontologique de l’existence de Dieu, et enfin la doctrine du vrai (entre adéquation et cohé- rence) et son rapport à l’activité de l’esprit. C’est ainsi que, de L’unique fon- dement aux Rêves d’un visionnaire, on signale un recentrage de la positio (...)Publication Restricted Access On becoming a person and creating the Kingdom of Ends: Evolution and revolution towards freedom2024-01 - Jesus, Paulo RenatoThe essence and nature of humanity has been defined through a system of comparations and differentiations in which animality and divinity function as modes of qualitative otherness that clarify human’s self-understanding. The identification of simultaneous continuity and discontinuity produces a sense of partial entanglement and ontological overlap between the three modes of being. This cultural background of anthropology remains to a certain extent significantly influential throughout the Western philosophical canon, between Plato and Kant. It hence follows that a formally rigorous and definitive grasping of the essence of the human being seems to be jeopardised. Instead of an accurately real or essential definition, anthropology seems to develop ‘expositions’ and ‘descriptions’ of humanity, although with axiological and normative dimensions. The theoretical question of the essence yields its logical prominence to the rather practical question of existence, as proper existence, the human art of living well, i.e., the human art of full self-actualisation. Thus, Kant’s anthropology constitutes also a renewed Enlightened version of the ethics and politics of cura sui or self-determination.Publication Restricted Access Teacher performance appraisal as a formative experience: a case study in two teachers’ training schools in Benguela, Angola2021-08-09 - Vidal, Angélica; Fernandes, Sandra; Abelha, Marta; Albuquerque, Ana Sílvia; Jesus, Paulo RenatoTeacher appraisal (TA) or teacher performance appraisal (TPA) has assumed a central importance in educational systems and reforms worldwide, contributing to the improvement of teaching practices, and therefore it is considered an essential factor for teachers’ early training, teachers’ professional development, school management, and promotion of critical reflexivity and self-regulation among teachers and school administrators. The main purpose of this study is to understand how the TA process is implemented in teachers’ training schools in Angola. Four research objectives were established: i) to identify teachers’ perceptions of TA’s goals; (ii) to characterise the procedures and instruments used in TA; (iii) to describe the impact of TA on teachers’ career; and (iv) to present proposals for improving the TA process. The study adopts a qualitative research design with a descriptive and interpretive approach. Research data were collected through semi-structured interviews, participant observation, and document analysis, involving a sample of 13 teachers in two different teachers’ training schools in the province of Benguela, Angola. The results show that the implementation of TA is not highly effective because of two main reasons: firstly, evaluators lack specific training and expertise; secondly, evaluated teachers perceive this process as being unfair and useless, given that they do not consider themselves accurately appraised and that the TA system, violating legal regulations, has no effects on career development or salary recognition.Publication Open Access Du moi au soi: Variations phénoménologiques et herméneutiques2016 - Marcelo, Gonçalo; Michel, Johann; Jesus, Paulo RenatoPluraliser les philosophies ou les pensées du soi est d’autant plus impérieux qu’il y a des modalités très différentes de délimiter les contours du soi et d’en définir le statut. C’est finalement une chance que de laisser ouvertes les possibilités d’être soi, conformément à l’idée d’un devenir-soi, d’un procès de soi, qui correspond à autant de dispositifs de subjectivation. Que l’ipseité, autre nom finalement pour désigner le soi, se démarque clairement de l’idem ou du sujet est une chose, que l’ipseité puise s’incarner comme « résolution devançante » (sous sa modalité heideggérienne), comme « projet » (sous sa modalité sartrienne) ou comme « parole donnée à autrui » (sous sa modalité ricoeurienne), en est une autre. Mais le pari de cet ouvrage est d’offrir en même temps d’autres palettes, littéraires ou historiques notamment, autant de perspectives sur le soi que l’on pensera sous le signe des épreuves.Publication Open Access La psycho-logique de l’Hypothèse-Dieu ou la nécessité d’une possibilité2013 - Jesus, Paulo RenatoPublication Open Access Ética: indagações e horizontes2018 - Reis, Carlos; Formosinho, Maria das Dores; Jesus, Paulo RenatoPublication Open Access Le Je pense comme facteur de vérité: Adéquation, cohérence et communauté sémantique2010 - Jesus, Paulo RenatoAbstract: This article proposes a reading of the Kantian transcendental apperception that attempts both to reinforce the cognitive efficacy of its spontaneity (described as poetics of the self) and to determine the modus operandi of its unifying function (described as self-regu- lated cognition). Thus, being irreducible to a pure logical form (or form of representation in general), the I think is meant to constitute the qualitative unity of all possible represen- tational system, insofar as it performs an infinite process of semantic or narrative unifi- cation. From this standpoint, the I think denotes the key operation that produces meaning, and thereby the very possibility of truth. It follows, from such a framework of a procedural and constructivist theory of truth, the absolute primacy of the establishment of a semantic community by and under the Self. This community lays the foundation of coherence or organic cohesion of contents, and coherence provides the ground where correspondence emerges, which, in the last analysis, expresses nothing but the ever unfinished agreement of donation and action, agreement of Self with Itself.Publication Open Access Epistemic Subjects, Discursive Selves, and Dialogical Self Theory in the Psychology of Moral and Religious Development: Mapping Gaps and Bridges2013 - Day, James; Jesus, Paulo RenatoThis article charts various communalities and differences between cognitive-developmental and sociocultural models in the psychology of moral and religious development, with particular attention to Hubert Hermans’s model of the dialogical self. The authors propose that, despite marked differences, even oppositions, between conceptual models and visions of the human subject in these two ways of conceiving psychological functioning, the cognitive-developmental approach and the narrativedialogical approach show meaningful correlations and overlap. Arguing for a “meta-dialogical” perspective benefiting from both cognitive-developmental and dialogical self contributions, the article goes on to explore some implications for moral and religious education.Publication Open Access Rescuing the ghost from the machine: towards responsive education, not explanatory machinery systems2015 - Reis, Carlos; Formosinho, Maria das Dores; Jesus, Paulo RenatoThe significance of the “Bologna Turn” in European Higher Education, which supposedly refocused the process of teaching and learning and was expected to bring about a pedagogical reform, is discussed mainly by clarifying why it has not in fact realized the expected advances on performativity and standardization. We show how the “Bologna Process” falls into the mechanistic paradigm that Rancière (1987) acutely criticized and through which the educational intervening subjects are reduced to a functional dimension. We draw on Rancière’s criticism to make clear the dynamics of the “deranging machine”, while we call for Buber’s “pedagogy of encounter” as having the potential for opening a new space to escape from the current situation by a “pedagogy of an inspiring way of speaking”, as this may act as adequate conveyer for accomplishing the desired meaningful encounters. These issues lead us to consider why and how education requires a special “pedagogical tact”: the tact for understanding that education is an antinomical process that flows from, through and towards a meaningful dialogue, so that one can recognize that autonomy is constructed in relation to dependency, freedom in relation to compliance and care in relation to some amount of constraint.