http://repositorio.ufc.br/handle/riufc/19689 2026-07-26T22:51:16Z http://repositorio.ufc.br/handle/riufc/87261 Título: 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: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87199 Título: 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: Tese 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87174 Título: 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: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87091 Título: 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: Tese 2026-01-01T00:00:00Z