http://repositorio.ufc.br/handle/riufc/19690 Wed, 08 Apr 2026 19:22:51 GMT 2026-04-08T19:22:51Z http://repositorio.ufc.br/handle/riufc/85466 Título: Realidade, experiência, símbolo e a representação na filosofia política de Eric Voegelin Autor(es): Ribeiro, Hugo José Pereira Abstract: This dissertation analyzes the theory of political representation in Eric Voegelin, articulating the concepts of concrete reality, symbolic experience, and transcendence that he presented as antidotes to the spiritual crisis derived from modernity. It is argued that the degradation of modern conceptions of politics stems from the rupture with the transcendent, expressed in Gnosticism and positivism, which reduce political science to immanentist methodologies. Voegelin proposes the restoration of the classical "episteme politike," where representation is understood in three strata (elementary, existential, and transcendental), mediated by the authentic symbol. This research demonstrates that the reconnection with the symbolic dimension – expressed in societies' self-interpretation as a cosmion – is fundamental to re-establishing a legitimate political order. It is concluded that representation, in its transcendental form, reconciles the human with the divine, overcoming totalizing ideologies through a philosophical education that rescues metaphysics, centered on the experience of the sacred. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/85466 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85463 Título: Oficina de conceitos para além do ensino transmissivo Autor(es): Carvalho, Carlos Gabriel da Silva Abstract: This dissertation aims to philosophically explore the teaching of philosophy at the Brazilian high school level, with focus on the workshop of concepts of the Brazilian philosopher Sílvio Gallo. It seeks to understand if the teaching of philosophy as the creation of concepts can get over the model of teaching as transmission of contents, through the approach of the workshop of concepts of the Brazilian author. It dialogues with the theory of Deleuze-Guattari, who originally theorized philosophy as the invention of concepts, and with authors working, directly or indirectly, on the limitations of Gallo’s theory.The work is divided into three main chapters. The first presents a theoretical review of the concept of philosophy as the creation of concepts and its political implications. The second explores philosophy teaching through a perspective influenced by Sílvio Gallo, presenting various topics he addresses, culminating in his methodological proposal of the concept workshop. The third chapter investigates, through different authors’ works, the current configuration of philosophy teaching in Brazil, addressing the challenges and limitations that Gallo’s work can find. From this point of view, the dissertation concludes that, in spite of various benefits and merits that constitute it, Gallo’s workshop shows to have limitations in theoretical consistency, especially the absence of a clear articulation between its political and educational dimensions, which could generate setbacks in the attempt to overcome teaching as transmission at the high school level. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/85463 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/84110 Título: Os estoicos e o devir: o lekton em transformação Autor(es): Oliveira, Simone Campos Abstract: This dissertation investigates the relationship between the concept of lekton and physics, ethics, and logic in the ancient Stoic system of thought. It argues that an individual's ethical conduct is intrinsically linked to their ability to formulate meaningful and true statements. In general, we will analyze how lekton is present in each domain of the Stoic tripartition, maintaining the idea of systematicity in Portico thought. In physics, lekton appears in relation to the body and soul, manifesting their capabilities and limits. In logic, it is a changing concept between physical reality and the incorporeal reality of dialectical propositions and arguments. In ethics, lekton is thought of in this transitional aspect, which guides thoughts to actions. Specifically, we will aim to study lekton in its transitional aspect based on its surface effect. The methodology of this research is based on the analysis of fragments attributed to Zeno of Citium, Cleanthes of Assos, and Chrysippus of Soli, articulated with the most relevant interpretations of the theme. For the Stoics, the soul is a corporeal principle that undergoes internal changes when it comes into contact with objects through sensory impressions. These changes are manifested by representations that produce true knowledge. The lekton expresses the transitive aspect of reality through a process of logical and linguistic intermediation. Thus, the relevance of this research is justified by the approach to representations, highlighting the importance of lekton as a fundamental element in the transmission of meaning during dialogues and in determining the value of truth. The importance of breaking with physical causality is also highlighted, especially in the logical articulation of signs, since the arguments are based on these new meanings of logic present throughout the Stoics' system of thought. The study of logic should not be merely a formal system, but a correct path for coexistence between man and nature. It is therefore concluded that the notion of transitivity attributed to lekton reveals the dynamic character of reality, representing the world without fixed concepts, since it expresses what is becoming, transforming itself into something that can be said and is sayable. It is a way of being in the world guided by the coherent form of the lógos, thus understanding many of the causes and consequences of events in nature. The lekton is the link that truly interprets what is happening between thought and reality in a transformative way, because it represents the lógos in becoming. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/84110 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/82729 Título: O conceito de liberdade e educação para uma formação integral do homem em Hegel Autor(es): Mota, Ismael Azevedo Abstract: This study, titled "The Concept of Freedom and Education for the Integral Formation of Man in Hegel," explores the implications of these concepts for the moral and ethical development of the individual, as well as their application in the contemporary educational context. The central problem investigated seeks to verify how Hegelian philosophy on freedom and education can contribute to rethinking current pedagogical practices, especially concerning autonomy, morality, ethics, and citizenship. Thus, the general objective of the research is to demonstrate the relationship between the concepts of Freedom (Freiheit) and Education (Erziehung) for the integral formation of the human being in Hegel's thought. It is understood that freedom, for Hegel, is not merely an absence of restrictions but a continuous process of self-overcoming, through which the individual achieves their full freedom by integrating into social and political institutions. Furthermore, this study aims to analyse how education constitutes an essential means for this process of self-overcoming and the development of the free spirit. The primary theoretical approach underpinning this research is Hegelian dialectics, which describes the process of the spirit's and freedom's development as a dynamic of affirmation, negation, and the negation of the negation, in the sublation of contradictions. For Hegel, this dialectical nature is presented through his theory of the State as the locus for the realization of human freedom. Hegel's philosophy on education is central, as he considers it the means by which the spirit realizes itself and achieves its true freedom, in consonance with society's norms and values. The methodology employed is dialectics itself, with an emphasis on some of Hegel's main works, such as: The Phenomenology of Spirit, Elements of the Philosophy of Right, and Encyclopaedia of the Philosophical Sciences, as well as contemporary interpretations by scholars of Hegelian philosophy. The research follows a qualitative approach with content analysis, seeking to identify and understand the implications of the concepts of freedom and education in the current context. The main findings of the research revealed that Hegelian education isn't just a process of knowledge acquisition, but rather a fundamental grounding that can contribute to moral and ethical development, preparing the individual to actively participate in social and political life. Finally, the research also concluded that freedom, according to Hegel, isn't an immediate condition but a dialectical process of self-overcoming that occurs within the context of social institutions, like the State, and through the individual's integration into the collective. In conclusion, Hegel's philosophy offers a profound and relevant view on education as a means to realize true freedom, and his ideas continue to provide a solid foundation for reflecting on the challenges and possibilities of education in the contemporary world. The research further highlights the importance of an education that seeks not only intellectual development but also moral, ethical, and political formation, allowing the individual to achieve their full freedom in society. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/82729 2025-01-01T00:00:00Z