DSpace Communidade:http://repositorio.ufc.br/handle/riufc/196892026-07-26T23:42:23Z2026-07-26T23:42:23ZDefinições e método filosófico: o problema de Gettier como estudo de casoMaia, Thiago Pereirahttp://repositorio.ufc.br/handle/riufc/872612026-07-24T19:02:14Z2026-01-01T00:00:00ZTítulo: Definições e método filosófico: o problema de Gettier como estudo de caso
Autor(es): Maia, Thiago Pereira
Abstract: O problema de Gettier (1963) deu início a uma volumosa literatura buscando a análise do
conhecimento. Conforme o processo foi se alongando e nenhum consenso foi atingido, o foco
da literatura se moveu da análise do conhecimento para as questões metodológicas: será que
uma análise é possível? Para que serve uma análise? Há algo de errado com o método de
casos? Este trabalho busca oferecer respostas a algumas dessas perguntas. Em linha com o
pessimismo mais comum da literatura recente, argumenta-se que a lição tirada do problema de
Gettier se fundamenta em pressupostos equivocados a respeito do objetivo de uma análise e
de quão informativos são os julgamentos de filósofos em experimentos mentais.
Particularmente, argumenta-se que o pressuposto comum de que há um alvo claro no projeto
de análise é equivocado: diferentes filósofos possuem diferentes alvos, e a maioria desses
alvos não pode ser atingida utilizando o método de casos. Além disso, argumenta-se que a
pergunta feita a respeito de casos de Gettier, “S tem conhecimento de que p?” não é
informativa no contexto, e que disputas a respeito dessa pergunta, quando existem, são
meramente verbais. Desse modo, esboça-se uma metodologia diferente, que se afasta da
análise tradicional, e explica a persistência do problema de Gettier, mostrando que o problema
pode ser dissolvido, ao adotar-se os pressupostos corretos a respeito de como o conceito de
conhecimento e outros conceitos funcionam. Esses resultados mostram não apenas que o
projeto de análise está fadado ao fracasso, mas também que a lição que frequentemente é
tirada dos casos de Gettier é menos significativa do que frequentemente se supõe.
Tipo: Dissertação2026-01-01T00:00:00ZA força vital segundo Edith Stein: fenômeno expressivo da unidade da pessoa humanaQueiroz, Maria Inês Castanha dehttp://repositorio.ufc.br/handle/riufc/871992026-07-22T14:24:18Z2025-01-01T00:00:00ZTítulo: A força vital segundo Edith Stein: fenômeno expressivo da unidade da pessoa humana
Autor(es): Queiroz, Maria Inês Castanha de
Abstract: The life-force’s conception (Lebenskraft) is presented by the german philosopher Edith
Stein, designating the potentiality of the soul that ensures life, is described by her as a
phenomenon according to the phenomenological method from Edmund Husserl, her master.
Based on Husserl's conception of the human person understood as the integration of dimensions
of the living body (Leib), soul (Seele), and spirit (Geist), Edith Stein highlights the presence of
life-force in the epistemological discussion on psychic causality. By advancing the articulation
of Husserl's phenomenology with the metaphysics of Thomas Aquinas, the philosopher
elaborates her “the human being’s vision” through the phenomenological description of the
human dimensions in his philosophical anthropology, the axis of your thought. The
phenomenology of the life-force is expanded in the thematizations about intersubjectivity,
embracing the relational character between human beings and themselves, with alterity, the
relationship human person-community, and the Transcendent. As both a phenomenon and
anthropological concept in Stein’s work, the life-force emerges as the motivation for historical-
critical research. Given that the status quaestionis of the vital force is concentrated on the
epistemological perspective of the 1922 work, Psychic Causality, the character of newness of
the research consists of an exegesis of Edith Stein’s reflections, on the subject within the
phenomenological, epistemological, anthropological, metaphysical, ontological and mystical
aspects of the writings from 1916 to 1942. Questions regarding the role of the life-force in
steinian anthropology led us to argue that it is possible to recognize the unity of the human
dimensions through the phenomenon of the life-force. With this objective, we investigated the
phenomenological descriptions of life-force in Stein's itinerary – related to empathy, psychic
causality, value and motivation, potentiality and actuality, the structure of the human person,
and aspects of mysticism – among them, we discovered “interpretive keys”. In the light of
husserlian notions like intentionality, Erlebnis, perception, eidetic reduction, noesis-noema,
intuition, and expression, we can confirm that the phenomenon of the life-force expresses the
unity living body-soul-spirit. In conclusion, we emphasize the value and philosophical potential
of the life-force as an expressive phenomenon of the dimensions’ unity of the human person.
Tipo: Tese2025-01-01T00:00:00ZA ética e a política da revolta em Albert Camus: fundamentos para uma reflexão contemporâneaNunes, Natheskia Isadora Brigido Batistahttp://repositorio.ufc.br/handle/riufc/871742026-07-20T14:49:48Z2026-01-01T00:00:00ZTítulo: A ética e a política da revolta em Albert Camus: fundamentos para uma reflexão contemporânea
Autor(es): Nunes, Natheskia Isadora Brigido Batista
Abstract: This thesis investigates the ethical foundations of political revolt in the thought of Albert
Camus, proposing it not merely as an object of exegesis, but as a methodological tool to
ground critical thinking regarding stances to face the global crises of the 21st century. Based
on the hypothesis that Camus forged an ethics capable of offering resistance to "dark times,"
the research unfolds in four movements. First, it analyzes the ontological ground of the
absurd and the transition to revolt as a solitary yet solidary response. Next, it examines the
maturation of this ethics within the "trilogy of revolt," extracting core pillars such as the
notion of limit and the refusal of murder. The third movement situates revolt within Camus's
political and journalistic practice, highlighting his critique of rational terror and his
libertarian inclinations. Finally, the study operationalizes revolt in the face of contemporary
collapses, divided into two axes: socio-environmental and technical collapses, and political
and necropolical collapses. The dialogue with contemporary authors dedicated to these
themes demonstrates that Camusian revolt remains an active conceptual tool to sustain the
demand for limits in a world collapsing across multiple spheres.
Tipo: Dissertação2026-01-01T00:00:00ZEducação para a democracia: Adorno e a reflexão crítica contra o autoritarismoAbreu, Wesley Carlos dehttp://repositorio.ufc.br/handle/riufc/870912026-07-13T13:53:31Z2026-01-01T00:00:00ZTítulo: Educação para a democracia: Adorno e a reflexão crítica contra o autoritarismo
Autor(es): Abreu, Wesley Carlos de
Abstract: This research investigates the relationship between education and democracy based
on the thought of Theodor W. Adorno, seeking to understand how critical reflection can
act as a form of resistance to authoritarianism. It starts from the observation that,
throughout the twentieth century and into the twenty-first century, democratic societies
have been and continue to be threatened by authoritarian tendencies, often naturalized
in everyday life. In this context, education must be understood not merely as the
transmission of content, but as a formative practice capable of strengthening
autonomous, critical subjects who are resistant to ideologies that foster intolerance,
submission, and authoritarian propaganda. The guiding question of this study is: in
what way does Adorno’s philosophy contribute to grounding an education that serves
as a barrier against the authoritarian personality and the new configurations of
contemporary authoritarianism? The hypothesis argues that critical education, by
prioritizing emancipation and reflective capacity—articulated with an affective
pedagogy—constitutes a decisive instrument for the preservation and deepening of
democracy. The objective is to analyze the Adornian conception of education for
democracy in dialogue with the critique of authoritarianism, highlighting the relevance
of The Authoritarian Personality in examining the formation of subjects predisposed to
authoritarian character; in connection with Education and Emancipation, which
advocates education oriented toward autonomy; and The New Right-Wing Radicalism,
which demonstrates the persistence and updating of authoritarianism in democratic
societies. The methodological approach consisted of a systematic reading and critical
interpretation of Adorno’s works, articulating theory and the historical context of the
rise of authoritarian movements, establishing parallels with contemporary reality, and
evidencing the continued relevance of critical pedagogy. Taken together, Adorno’s
writings provide solid foundations for an educational proposal which, by forming
reflective subjects, contributes to democratic resistance in the face of authoritarian
threats, confronting oppressive ideologies and sustaining democracy as an ongoing
process of construction.
Tipo: Tese2026-01-01T00:00:00Z