https://repositorio.ufu.br/handle/123456789/19024 2026-05-30T03:27:04Z 2026-05-30T03:27:04Z https://repositorio.ufu.br/handle/123456789/48702 2026-05-19T06:34:44Z 2026-02-25T00:00:00Z

Title: A noção Aristotélica de definição e seu papel no argumento elêntico Abstract: In Metaphysics IV.4, Aristotle sets out to “demonstrate by refutation” the Principle of Non- Contradiction (PNC). This argument, which is known as the elenctic argument, starts by demanding that an interlocutor who denies the PNC utters a meaningful name. Then, Aristotle reasons that this name must mean that it “is (or is not) this and that” and that this will be “something definite.” Consequently, the argument’s interlocutor could not, at the same time, affirm the negation of what has been defined. The central questions of this dissertation are: how should this argumentative step be interpreted and how does it relate to Aristotle’s notion of definition? On one hand, it can be read as involving a real definition, which is a statement of the essence of an existent being. On the other, it is interpreted as demanding a nominal definition, which is merely the explication of the meaning of a term. After exploring some of the different proposed interpretations, we will defend the latter alternative. In our first chapter, we will present the problem in question and some of the different ways in which it has been dealt with in the secondary literature. Following that, we’ll argue that a semantic interpretation of the argument, according to which its force lies only in aspects of the act of uttering a meaningful name, requires Aristotle to have a notion of nominal definition which he considers legitimate. In our second chapter, we’ll argue that this is the case by proposing what we’ll call an ampliative interpretation of Aristotelian definition. According to this interpretation, real and nominal definition occupy different regions of a continuum of definitional success, and are both considered, by Aristotle, to be legitimate and adequate for use in different epistemic contexts. In that chapter, we’ll examine the relevant textual evidence and deal with problems faced by this interpretation. Lastly, we’ll consider the consequences this ampliative interpretation of definition has for the semantic interpretation of the elenctic argument.

2026-02-25T00:00:00Z https://repositorio.ufu.br/handle/123456789/48466 2026-03-04T06:26:13Z 2026-02-11T00:00:00Z

Title: Mens sana in corpore sano: filosofia e corporeidade Abstract: This work aimed to show that Rousseau's reflections on child education are applicable to contemporary school physical education and that, despite the historical distance and the constant evolution of educational conceptions, many of his ideas have relevance and proximity to the precepts found in the current Brazilian National Common Curriculum Base (BNCC). Primarily using the work Emile, or On Education (books I and II), we began by identifying the educational practices related to children that the author considered inadequate in his time: from the lack of breastfeeding by their mothers, to the lack of understanding of the form of language and communication of babies, also passing through the lack of freedom of movement (immobilizing bandages and the use of inappropriate devices, such as baby walkers), to unnecessary interference in the learning and development process of the baby and child. He realizes, thanks to his readings of the classics, that the education of the body, physical education, is also a fundamental requirement for the emotional, cognitive and moral development of children and young people; thus, we recover these ideas and their possible influences on the author's thoughts. Subsequently, after analyzing the BNCC, we compared Rousseau's ideas with this normative document, and regarding physical education, the philosopher's thoughts seem to be of great value. Despite appearing contradictory, they align with what is advocated in the current BNCC. In addition to perceiving significant progress in the country's educational laws, we detected an evolution from the view that physical education is merely sports practice, conceived by the LDB (Law of Directives and Bases of National Education) of 1971 and the educational policies of the military regime, to the idea that it is a bodily culture of movement for all. Therefore, Rousseau highlights the importance of the method of education from nature for the formation of children, allowing greater freedom for them to develop according to the natural flow, and thus promotes this discussion, guided by the use of movement and various bodily practices to validate his proposals. In this way, allowing reflection and connection between Rousseau, Physical Education, and the bodily culture of movement.

2026-02-11T00:00:00Z https://repositorio.ufu.br/handle/123456789/48447 2026-03-04T06:25:57Z 2025-12-19T00:00:00Z

Title: Desejo e sujeição em Judith Butler Abstract: The condition of subjection constitutes subjects through material and subjective relations, as argued by Judith Butler, thereby, this research seeks to understand how desire can be related to subjection and what possible changes this condition causes in desires and in some important aspects of subjects' lives, such as identity and recognition, affection, and parental relationships like family and marriage. Through these instances that are part of the subject's life and their physical and subjective formation, an ethical and political condition is formulated in order to regulate and maintain certain characteristically heterosexual behaviors and ways of living, altering desire, forms of affectivity, and the freedom of subjects to live in diverse ways. It is important, therefore, that these conditions be discussed and discursively altered within the culture, so that subjects can desire and live their lives according to their own will and, in this way, exercise their freedom and the diversity of their desires in opposition to what power imposes as true, recognizable, or legitimate for life.

2025-12-19T00:00:00Z https://repositorio.ufu.br/handle/123456789/48442 2026-03-03T06:19:21Z 2026-02-06T00:00:00Z

Title: Duração e Unidade Dinâmica na Construção da Identidade Pessoal Abstract: This dissertation addresses the issue of personal identity, questioning the capacity of traditional models to reconcile the continuity of the subject with the constant flux of changes. The study is based on a critical evaluation of the modern metaphysical tradition—initiated by John Locke and intensified by Derek Parfit — to demonstrate how the search for static criteria of reidentification (physical or psychological) results in the fragmentation of the unity of the self. Initially, the research investigates the logical paradoxes and aporias resulting from the spatialization of time, demonstrating that memory, when considered as mere evidence of past events, fails to maintain identity in the face of qualitative change. In a second moment, Henri Bergson's philosophy is employed to ground an ontological alternative based on the concept of duration (durée). By moving from a metaphysics of substance to a metaphysics of becoming, we affirm that identity is not found in an immutable core, but in a dynamic and processual unity. By redefining memory as the automatic conservation of the past in the present, it is concluded that personality is an uninterrupted continuity of transformations. In this way, identity ceases to be a fixed state to be understood as the very flux of consciousness that forms and maintains itself over time.

2026-02-06T00:00:00Z