Opening Of Dialogue Research Articles

The Effect of Strategic flexibility in achieving strategic success in the Jordanian Social Security Corporation

This research aims to assess how strategic success dimensions (specifically, adaptation and growth) are influenced by the independent variable of strategic agility, which is examined through its dimensions, namely capability and competitive agility. The study population consisted of all Jordanian Social Security Corporation managers and totaled (330) respondents. The study was based on a questionnaire to collect the required information. The study's questions were addressed, and the hypotheses were validated using statistical analysis, specifically employing SPSS. The study reached a set of results, the most important of which is the impact of strategic agility by its dimensions on the strategic success of Social Security Corporation-. The study recommended that the Social Security Corporation should pay attention to Strategic flexibility because of its significant impact in achieving strategic success and endeavor to develop modern electronic means of communication to facilitate the opening of dialogue among workers through these channels, which are considered a means to strengthen organizational capabilities and help the Social Security Corporation in increasing its capacity, In addition, the Social Security Corporation should adopt strategic thinking through its various programs

Woman Is a Cause: Kanafani’s Returning to Haifa as Critique of Patriarchal Nationalism

How should one read Returning to Haifa, Ghassan Kanafani’s tragedy of post–1967 Palestinian-Israeli confrontation, in the twenty-first century? Though the novella ends with the protagonist’s call to arms, recent interpreters read it as an opening for dialogue and cohabitation. However inviting, though, such a “dovish” reading may not take seriously the unresolved conflicts at the novella’s core. We argue that the novella responds to the tectonic shifts in the Palestinian landscape of 1966–67 by reworking the calls to action and speech with which Kanafani concluded Men in the Sun (1962). Borrowing from Hannah Arendt’s theory of action, we propose a reading of Returning to Haifa that comes to grips with the enigmatic but crucial phrase “man is a cause,” arguing that in his representation of women in the novel, Kanafani not only writes against Palestinians resigning themselves to Israeli rule, but also points to how patriarchal nationalism alienates both Palestinians and Jews, and portends only an eternal recurrence of the Nakba.

“The Worst Thing That Could Happen to us but Unfortunately They Have Nowhere to Go”: Colombian students’ Contradictory Views on Venezuelan Migration, Democratic Crisis, and Xenophobia

In this paper, we explore Colombian secondary students’ views on Venezuelan migration. Despite contradictory feelings on the topic, our findings show the prevalence of (perceived) economic and security threats associated with migrants. Tensions emerged over perceptions that Venezuelan migration has shifted attention from unresolved domestic issues, contributing to nationalist and xenophobic sentiments. Young people also exhibited concerns about xenophobic discourse and showed efforts to resist the harms of mainstream narratives. We suggest that critical openings for curricular inquiry and dialogue in classrooms are needed to engage explicitly with young people’s concerns and to mitigate potential discrimination Venezuelans experience in schools.

Dialogical interaction between family and school: The content aspect

Introduction. The development of modern education is connected with the convergence of social institutions of family and school, involvement of parents in the educational process, and realization of the role and importance of education by parents. The harmonisation of family and school relations is possible if the development of educational relations is based on the principle of dialogue aimed at bringing together the interests of the subjects of education, elaboration of a unified educational strategy and identification of the common values and goals of education. In this regard, it is necessary to discuss a number of issues and problems that require promotion of dialogue between teachers and parents.Aim. The aim of this research is to determine the content of dialogical interaction between teachers and parents in the modern socio-cultural environment of the educational process and the directions of updating the psychological and pedagogical knowledge of parents.Methodology and research methods. To determine the content of the interaction between teachers and parents, the authors used theoretical provisions of philosophical anthropology about the essence of dialogue: the intention of dialogue, the «encounter» views in the process of dialogue and the openness of dialogue. An existential approach was applied to determine the value-semantic foundations of the co-existence of family and school.Results. This study has revealed educational needs of parents that consist in the promotion of dialogue with teachers on the problems of education and upbringing, relations between students in class and between students and teachers. It has also identified the problems of creation of conditions that improve moral and psychological well-being of a child at school, as well as the issues of a child’s development and promotion of a healthy lifestyle. Parents view interaction with teachers as coordination of pedagogical attitudes, values and goals of education. The survey reveals the priorities of parents connected with the necessity of perception and comprehension of values and meanings of their own upbringing methods, and the need for enrichment of their psychological and pedagogical background with axiological and practice-focused components.Scientific novelty. The interaction of family and school is analysed in the context of dialogue between parents and teachers, who are subjects of educational relations. The educational choice of parents is connected with the assessment of the meaning of their own upbringing methods via the dialogue with teachers. The authors found that dialogue is a way of subjects’ interaction, which is characterized by mutuality due to their co-existence, incompleteness and openness and preservation of the dialogical nature in the process of interaction. Dialogical interaction between teachers and parents contributes to the development of the common existential educational values – love, freedom and responsibility, and collegiality.Practical significance. The results of the present study can be used by teachers to build a dialogical interaction between family and school. The content of the interaction between the family and the school will allow teachers to plan the topics of consultations, parent conferences, meetings and other forms of interaction.

Without Words

Our ways of seeing, of being, of knowing in the world are shaped by relationship. These relationships reflect the complex dynamic that exists as we navigate between the living layers of human nature, desire, loss, connection and disconnection, certainty and uncertainty. Across the space of this piece, I seek to breathe, to move with observant awareness through emotion and cognition. I want to acknowledge the deep sense of absence that reverberates across my consciousness, an absence that is both spiritual and etymological. This absence reflects the complexity of my subjectivity as a mother, an educator, one who navigates within the narrative of colonization, and a synchronicity of spirit that transcends self. It is through the breath that I find myself in rhythm, connected to the land—spirit, (be)longing with/in (un)certainty. Poetry, prose, and photographs intermingle upon the pages, offering an assemblage of being, of (un)knowing, of breathing amidst (im)permanence. This work creates space for me to better know myself as scholar, teacher, mother—as one who lives upon a stolen, sacred landscape, while creating openings for dialogue, disruption, and praxis.

Chinese Mining Companies in Peru: Is There a Single Cause of Problems?

China’s dependence on the supply of mineral resources is becoming stronger than ever. The activity of Chinese investors in the mining industry on a global scale has increased significantly during the last years. Moreover, the activity of Chinese mining investors in the developing countries has some special characteristics such as large-scale projects and protests of local communities during their implementation. This article discusses the activities of Chinese mining companies in Peru, in which both of these conditions were present. The author analyzes the activities of “Shougang”, “Chinalco” and “MMG Ltd” in Peru. The hypothesis is as follows. If there is a special Chinese way of investing, the problems of listed investors (which lead to conflict with local communities) should have a single reason that is unique for all Chinese enterprises. In these conditions, investors should keep the distance between themselves and Peruvian authorities and the local citizens. As a result of the study, the conclusion is made that such reason cannot be identified at this stage. The causes of problems for each of the considered enterprises are unique, but not common for all of them. The origins of these problems are the economic situation, the bureaucratic problems of the Peruvian authorities, as well as the general trends in the relations between transnational mining companies and the Peruvians. At the same time, Chinese companies try to take into account the experience of their predecessors. Most likely, in the future that could possibly lead to greater openness and expansion of dialogue between investors, government and the public worldwide.

What Is the (Real) Agenda of a Critical Pedagogue? Self-Studying the Application of Freire in Moral-Political High-School Education

ABSTRACT This self-study examines my work as a teacher of “Moral Preparation for the Army,’ a program inspired by Freire and implemented in an Israeli public high school. Together with a fellow teacher educator serving as critical friend, I reflected on my practice through memory-work, and analyzed it in light of critical pedagogy. Looking back, I acknowledged Freire’s inspiration: offering complex conceptions on sociopolitical issues and encouraging me to inquire into my ideological objectives and question the openness of my dialogue. The result is a novel interpretation of the critical pedagogue’s role, providing insights for teacher educators on how to teach Freirean pedagogy and how to guide their student teachers to maintain an ethics of diversity and inclusion, particularly when facing anti-democratic threats.

Popular Culture Remixes as an Opening for Critical Dialogue with ELA Teacher Candidates

AbstractIn this case study, ELA teacher candidates used video editing software to create mash‐ups of popular YouTube videos in order to express critical commentaries about a range of educational issues and perspectives. Operating from a critical media literacies framework, candidates researched dissenting ways teaching and school(ing) were represented on the site. After collecting and downloading videos across a range of sentiments, candidates engaged in the cultural practice of digital remix to provoke encounters between perspectives and upend rhetoric or representations they hoped to challenge in their future teaching. Final mash‐ups included commentaries ranging from the authenticity of teacher–student relationships, the desire to be creative in standardized schooling environments, and the importance of engaging students in ongoing social conversations. Instructor reflections are shared as well as implications regarding the power of remix to foster candidates’ sense of agency over the many fraught depictions of the profession they are entering into.

Tensões étnico-culturais na literatura de Cabo Verde: espacialidades femininas em “Liberdade Adiada”, de Dina Salústio

Nossa pesquisa parte de uma sucinta exposição da literatura cabo-verdiana para chegar à literatura contemporânea, a partir da análise de um conto de Dina Salústio. Aspectos como a independência foram fundamentais para a reconfiguração do imaginário insular, que ampliou suas temáticas: desde os limites territoriais e o domínio português de outrora até os espaços de natureza mais íntima de seus sujeitos. Por meio de uma abordagem bibliográfica e de teor crítico, nosso objetivo, a partir da explanação inicial feita, é compreender as tensões peculiares ao cenário étnico e cultural de Cabo Verde da atualidade, dando abertura para o diálogo sobre a representação do feminino no conto “Liberdade adiada”, da obra Mornas eram as noites (2019). Corroboramos às investigações de APPIAH (2007), FANON (1983), GOMES (1993, 2000, 2008), LARANJEIRA (1995), LOBO (2016), entre outros aportes teóricos para aprofundar nossas argumentações.

Vida de Galileo, de Bertolt Brecht el campo científico de una época y el papel del intelectual en tiempos de crisis

Objetivo: con base en el texto Vida de Galileo, de Bertolt Brecht, y a partir de la teoría de los campos sociales de Pierre Bourdieu, el artículo se propone evidenciar el diálogo entre la obra y la toma de posición –política y estética– de Brecht en relación con el papel del intelectual en tiempos de crisis, así como una reflexión en torno a la retractación del héroe, desde la perspectiva de la necesidad histórica y de las condiciones sociales de producción y de recepción de la obra. Metodología: el estudio se vale de la metodología del análisis social de Pierre Bourdieu y de nociones como espacio social, campos sociales, autonomía, heteronomía y habitus, para establecer tanto las relaciones entre los campos científico, económico y del poder en la obra como el diálogo con la toma de posición brechtiana a mediados del siglo XX. Resultados: el análisis social de Pierre Bourdieu permite evidenciar el complejo entramado de tensiones, redes y temporalidades sobre el que se construye Vida de Galileo y posibilita la apertura para el diálogo entre las redes de relaciones y las estructuras sociales que se configura entre el discurso ficcional y las condiciones de producción y recepción de la obra. Conclusiones: se da cuenta de la relevancia del análisis social como método que, con énfasis en la experiencia práctica, se aleja de la visión esencialista de la obra literaria; las potencialidades del análisis se presentan en la relación de los dos momentos del análisis: de un lado, en el marco de la obra; de otro, en la toma de posición del autor frente a la influencia de los totalitarismos de mediados del siglo XX.

Das ruralidades ao ensino de ciências: Memórias sobre a Universidade Federal Rural de Pernambuco

Apresenta a história da Universidade Federal Rural de Pernambuco (UFRPE) e o surgimento das Licenciaturas e do Departamento de Educação, bem como sua contribuição no ensino superior em Pernambuco e seu importante papel na construção do ensino agrícola no Brasil. Caracteriza-se como uma pesquisa do tipo qualitativa, configurando-se quanto aos fins como descritiva, quanto aos meios como um estudo bibliográfico e que utilizou como técnicas a análise documental e a história oral e a entrevista semiestruturada com 3 professores, sendo um deles fundador do Departamento de Educação. As entrevistas foram transcritas e analisadas através da técnica da história oral. Na perspectiva dos relatos da época, foi possível identificar fatos importantes da história da UFRPE como o importante trabalho dos monges beneditinos, o trabalho do Centro Regional de Educação Técnico-Agrícola (CRETA) e o Centro de Formação e Treinamento de Professores Agrícolas (CFPTA) na formação de professores e a Licenciatura em Ensino Agrícolas que dariam mais tarde origem ao Departamento de Educação, a posteriori a criação das Licenciaturas em Ciências com habilitações seguindo o modelo do sistema de ciência integrada. Através de todo esse percurso histórico, foi possível perceber o crescimento da UFRPE enquanto instituição superior de ensino, seu papel nas ações da educação do homem do campo e sua abertura para o diálogo com outros campos do saber, ao introduzir novos cursos.
 Palavras-chave: Memória, Relatos Orais, Ensino Superior, Ensino de Ciências.
 
 From rurality to science teaching: Memories about Universidade Federal Rural de Pernambuco
 ABSTRACT. This work presents the history of Universidade Federal Rural de Pernambuco (UFRPE) and the emergence of Teacher’s Course Degree and the Department of Education, and their contribution to higher education in Pernambuco and Agriculture Teaching in Brazil. It is characterized as qualitative research, by configuring as descriptive purposes, through a bibliographic study that used techniques of documentary analysis, oral history, and a semi-structured interview. Three professors were interviewed, and one of them was the founder of the Department of Education. The interviews were transcribed and analyzed through oral history techniques. Based on reports perspective was possible to identify significant facts in University history as the essential Benedictines monks’ work, the work of “Centro Regional de Educação Técnico-Agrícola” (CRETA) and the “Centro de Formação e Treinamento de Professores Agrícolas” (CFPTA). Both centers were crucial for teacher formation and Agriculture Teaching Degree that later originated the Department of Education, and a posteriori created Science Degrees with the license, following the model of integrated Science system. This timeline enabled to perceive the growth of UFRPE as a Higher Education Institute, its role in acts of man field education, and opening for dialogue with other knowledge fields introducing new courses degree. 
 Keywords: Memory, Oral Reports, Higher Education, Science Teaching. 
 
 De las ruralidades a la enseñanza de ciencias: Memorias de La Universidade Federal Rural de Pernambuco
 RESUMEN. Presenta la historia de la Universidade Federal Rural de Pernambuco (UFRPE) y el surgimiento de las Licenciaturas y del Departamento de Educación, como también su contribuición en la enseñanza superior en Pernambuco y su importante papel en la construcción de la enseñanza agrícola en Brasil. Es una investigación del tipo cualitativo, que se establece con relación a los fines como descriptiva y a los medios como un estudio bibliográfico que hizo uso de técnicas como la análisis documental y la historia oral y también la entrevista semiestructurada con 3 profesores, uno de ellos el fundador del Departamento de Educación. Las entrevistas fueron transcriptas y analizadas a través de la técnica de historia oral. En la perspectiva de los relatos de epoca, fue posible identificar hechos importantes de la historia de la UFRPE, como el importante trabajo de los monjes beneditinos, el trabajo del Centro Regional de Educación Técnico-Agrícola (CRETA) y el Centro de Formación y Entrenamento de Profesores Agrícolas (CFPTA) en la formación de profesores y la Licenciatura en Enseñanza Agrícola que más adelante dio origen al Departamento de Educación, a posteriori la creación de las Licenciaturas en Ciencias con calificaciones que siguen el modelo del sistema de ciencia integrada. A través de todo este percurso historico, fue posible percibir el crecimiento de la UFRPE como instituición superior de enseñanza, su papel en las acciones para la educación del hombre del campo y su apertura para el diálogo con otros campos del saber, al introducir nuevos cursos. 
 Palabras clave: Memoria, Relatos Orales, Enseñanza Superior, Enseñanza de Ciencias.

Podmiot transseksualny w kulturze – oswajanie, tragizm, tekstualizacja

The article presents the issue of the representation of a transsexual subject’s experience in various discourses. Pointing to the need for dialogical openness, the author proposes a transdiscursive perspective on transsexuality. By referring to the literary and historical discourses, the author proves that transsexual characters are constantly present in culture, but there is lack of textological reflection on this issue in studies on transsexual individuals. The author puts forward the thesis that these transsexual characters are searching for hypotexts in which they can find confirmation of their internal gender identity. As a result, during the process of transistion, they externalize themselves through intertextual bodywriting. On the one hand, they textualize themselves, but on the other hand, they create textual narrations about themselves. They want to exist socially throughout the text. The article is an attempt to open up theoretical reflections on transsexuality.

Europejski Filar Praw Socjalnych – próba odzyskania zaufania obywateli unijnych do projektu Europejskiego

Kryzys, który spadł na Europę w 2008 r., był wstrząsem nie tylko w dziedzinie gospodarczej. Doprowadził on także do załamania wiary wielu obywateli UE, że procesy integracyjne zapewniają także dobrostan społeczny. Zrozumiał to dobrze Jean-Claude Juncker, który w 2014 r. stanął na czele Komisji Europejskiej. W marcu 2015 r. ogłosił,że potrzebne jest nowe otwarcie dla dialogu społecznego (New Start for Social Dialogue), a w ślad za tym ruszyły prace nad inicjatywą Europejskiego Filaru Praw Socjalnych. Za implementację Filaru odpowiedzialna jest Komisja Europejska, rządy państw członkowskich oraz partnerzy społeczni zarówno na poziomie krajowym jak i unijnym.Filar nie ma charakteru prawnie wiążącego, stanowi rekomendację ze strony Komisji Europejskiej. W dużym stopniu Filar bazuje na istniejącym już społecznym acquis, ale wyraźnie należy podkreślić, że są obszary, w których wykracza poza dotychczasowy zakres zarówno „twardych” jak i „miękkich” regulacji, na przykład w obszarze prawsocjalnych osób samozatrudnionych. Banalne byłoby stwierdzenie, że powodzenie Filaru będzie zależało od woli politycznej państw członkowskich i Komisji Europejskiej. Dotychczasowe doświadczenia z implementacją dyrektyw, które mają bezpośrednio „wynikać” z implementacji Filaru, pozwala na bardzo umiarkowany optymizm.

Dreams of treasures and dreams of wilderness – engaging with the beyond-the-rational in extractive industries in northern Fennoscandia

ABSTRACT Few industries are surrounded with such drama as mining. The extractive sector is a highly contested industry that triggers strong emotional responses. Simultaneously, dreams of prosperity and of a better future have been attached to mining ventures throughout history. Nevertheless, mining is predominantly presented as a ‘rational’ space. I argue that a more comprehensive understanding is needed on the influence of what I call beyond-the-rational on modern mining conflicts. This approach is particularly relevant when examining the extractive industries in northern Fennoscandia due to various Utopian constructs having been attached to the North for centuries. Thus, current mining disputes are embedded in broader cultural dreams and they need to be examined with a long-term perspective. In this article, I discuss how being aware of the role dreams play in mining enables the opening of constructive dialogue between the opposition and proponents of mining projects and is a step towards creating more sustainable communities. Finally, I suggest, that the existence of two contrary cultural visions, of wilderness and of upcoming prosperity, is one reason behind the polarisation of discussions around northern mining projects.

Principle and Practice in Psychiatric Ethics Consultation: An Opening for Interdisciplinary Dialogue

Principle and Practice in Psychiatric Ethics Consultation: An Opening for Interdisciplinary Dialogue

Proteção da dignidade humana de migrantes e refugiados: uma proposta de intervenção

As transformações provocadas pela globalização e seus efeitos acentuaram as diferenças entre os países centrais e periféricos. Tais diferenças são marcadas pela complexidade das relações econômicas, a instabilidade política em regiões específicas, a insegurança jurídica, a falta de políticas pautadas no respeito pela dignidade humana. Como resultado desse cenário, a possibilidade de uma vida digna e com qualidade acaba condicionada à migração; num movimento que coloca as pessoas em deslocamento em situação de dependência dos países receptores e, consequentemente, em estado de vulnerabilidade e significativa perda de autonomia. Nesse contexto, a Bioética de intervenção pode contribuir com o estabelecimento de critérios político-sociais em busca do reconhecimento e garantia da dignidade da pessoa humana, especificamente dos refugiados e migrantes.

INDÚSTRIA CULTURAL E CINEMA: PROJEÇÕES DA COMUNICABILIDADE DE GÊNERO NA EDUCAÇÃO

O trabalho discute sobre as ideologias transmitidas culturalmente pelos artefatos tecnológicos, que imprimem nossos desejos e sensações, fragmentando e causando a perda de sentido e o enrijecimento intelectual em tempos de mudança. Trata-se de analisar as questões de gênero evidenciadas na escola, problematizando os processos formativos por meio do cinema, para fazer emergir uma experiência crítica, criativa, do aprender dialógico e de abertura às diferenças, uma vez que o cinema pode servir para reeducar as bases homogeneizadoras da cultura. Ao problematizar o cinema geramos novos entendimentos hermenêuticos para romper com os (co)modismos na escola e fazer desse recurso um pretexto à interlocução educacional, questionando as narrativas de gênero desiguais, petrificadas e dominadoras, perpetuadas culturalmente. Como resultados, indicamos que as raízes dos problemas partilhados comunicativamente precisam do olhar crítico-reflexivo frente às produções humanas, para resistir ao imobilismo, à disseminação ingênua de estereótipos e às exclusões no meio social.
 Palavras-chave: Indústria cultural. Cinema. Desigualdade de gênero. Educação.

Dialogiczna otwartość teologii kardynała Waltera Kaspera w nurcie dziedzictwa katolickiej szkoły tybingeńskiej

Our masters, next to which we grew up, and certain environments that have formed – on many levels – not only our consciousness, but even the methodology of our thinking and activities, play a very significant role in the shaping the way we look at and understand the world, and the ideas, which we adhere to. Cardinal Walter Kasper repeatedly relied in his works on his spiritual relationship with the principles of Catholic school in Tübingen of the nineteenth century, considering it as an outstanding model for attachment to ecclesiastical tradition and at the same time for the openness to the dialogue with the contemporary world. This text presents one of the theological principles of the school in Tübingen – dialogical openness of the theology to the contemporary issues – in the work and thought of Cardinal Walter Kasper.

O “MARCO DE REFERÊNCIA DE EDUCAÇÃO ALIMENTAR E NUTRICIONAL PARA POLÍTICAS PÚBLICAS” NO BRASIL NO CONTEXTO DO ATENDIMENTO NUTRICIONAL

O atendimento nutricional contribui para que o indivíduo seja agente de suas escolhas alimentares e consciente dos benefícios de uma alimentação saudável e deve ser pautado em documentos norteadores, tais como o Marco de Referência de Educação Alimentar e Nutricional para Políticas Públicas. Este artigo se propõe a refletir sobre o atendimento nutricional, discutindo conceitos relevantes como a educação alimentar e nutricional, os determinantes do padrão dietético, o aconselhamento e a forma como o Marco de Referência pode colaborar com esse processo. Os principais pontos de interface entre o Marco e o atendimento nutricional são a necessidade de compreender as interações e significados que determinam o comportamento alimentar, não devendo o atendimento enfatizar apenas os aspectos biológicos da nutrição. Destaca-se a postura adequada do profissional, como educador, que favorece a abertura do diálogo e contribui para o empoderamento, promoção do autocuidado e geração de autonomia no que tange ao comportamento alimentar. Considerando a complexidade das escolhas alimentares, instrumentos que colaborem com o aconselhamento e a educação alimentar e nutricional podem contribuir de forma significativa ao acesso democrático a uma alimentação saudável.DOI: 10.12957/demetra.2018.28663

Diálogo e sentido: vida espiritual e encontro inter-religioso na sociedade contemporânea

Ao analisar o desenvolvimento da sociedade moderna, percebemos que, a despeito de todo o progresso econômico e tecnológico, a sociedade vive um momento de crise espiritual. Na realidade brasileira, esse contexto de globalização e pluralidade, somado à procura cada vez maior das pessoas por experiências espirituais e religiosas, torna o convívio com as diversidades religiosas um desafio urgente. Sendo assim, o objetivo dessa pesquisa é refletir sobre as necessidades e possibilidades do ser humano contemporâneo encontrar sentido para sua vida e, principalmente, compreender como as religiões podem contribuir para favorecer esse movimento ontologicamente humano. Não obstante todos os meios de comunicação que favorecem o contato, o ser humano contemporâneo tem se mostrado cada vez mais fechado e intolerante em relação às diversidades. Precisamos pensar critérios para um convívio com as diversidades que considere-o em sua totalidade e que proporcione mais sentido e paz para a humanidade. Nesse sentido, acreditamos que as religiões podem contribuir, através do diálogo entre elas, para a ampliação da consciência em relação às alteridades, através do cultivo do cuidado consigo, com o outro e com a nossa casa comum. As premissas do diálogo inter-religioso pressupõem abertura dialogal, humildade, conhecimento de si, reconhecimento da alteridade e, portanto, vão ao encontro da estrutura humana e da necessidade que temos de nos constituirmos como pessoa e de oferecer um sentido para a nossa existência, a partir e através dos nossos relacionamentos. Como procedimento metodológico, foi dada preferência para revisão bibliográfica. Em um primeiro momento, contemplamos a estrutura humana de acordo com a perspectiva da psicologia fenomenológica. Destacamos o ser humano como um ser relacional, que se estrutura a partir do convívio com as alteridades e que, no contato com o mundo, busca um sentido para sua existência. Em seguida, apresentamos as características da sociedade contemporânea em relação aos axiomas que a sustentam e quais as consequências desse modo de vida na compreensão que o ser humano tem de si mesmo, dos outros e do mundo. Por fim, mostramos a importância do diálogo, sobretudo do diálogo inter-religioso nesse contexto de pluralidade. E tendo em vista a responsabilidade das religiões na construção dessas pontes, consideramos que uma práxis dialogal pode favorecer a construção da subjetividade humana e uma convivência com a diversidade que priorize o cuidado com as alteridades.