Atualidade da teologia da libertação

This article deals with the current state of the Theology of Liberation. It starts explaining the double sense of the expression Liberation Theology (theological praxistheological theory) and the “central intuitions” which internally characterize and structure it (primacy of praxis and the perspective of the poor/oppressed). Then, it is contrasted with the current issues facing this Theology (presence, visibility, relevance, appropriateness). Finally, the text presents its most important and fundamental challenges: God’s partiality regarding the poor, faith as the realization of God’s will, the problems of mediation, the theologicalprophetical character of popular struggles, and the relation between theory and praxis.Artigo trata a atualidade da teologia da libertação. Começa explicitando o duplo sentido da expressão teologia da libertação (práxis teologal-teoria teológica) e as “intuições centrais” que a caracterizam e a estruturam internamente (primado da práxis e perspectiva do pobre/oprimido). Em seguida se confronta com problemática da atualidade dessa teologia (presença, visibilidade, relevância, pertinência). Por fim, aborda o que consideramos seus desafios mais importantes e mais fundamentais: parcialidade de Deus pelos pobres, fé como realização da vontade de Deus, problemática das mediações, caráter teologal-profético das lutas populares e relação teoria-práxis

Exploring learner autonomy: language learning locus of control in multilinguals

By using data from an online language learning beliefs survey (n = 841), defining language learning experience in terms of participants’ multilingualism, and using a domain-specific language learning locus of control (LLLOC) instrument, this article examines whether more experienced language learners can also be seen as more autonomous language learners. Statistical analyses revealed small but significant positive correlations between the three multilingualism measures used and LLLOC scores, with higher scores indicating a more internal LLLOC. Participants with a higher linguistic repertoire size and overall language proficiency, who used their languages more frequently, had higher LLLOC scores than those with less languages at lower levels of proficiency and frequency of use. These findings suggest that more experienced language learners might indeed be more autonomous learners, as they subscribe to language learning beliefs that are indicative of a more internal LLLOC