https://repositorio.ufu.br/handle/123456789/19024 2026-07-27T07:23:05Z https://repositorio.ufu.br/handle/123456789/48867 Title: Psicologia do orgiástico: perspectivas da liberdade no Crepúsculo dos ídolos Abstract: This dissertation is the result of research into the concept of freedom in Friedrich Nietzsche's work Twilight of the Idols (1888). It is known that the work of this controversial German philosopher has aroused interest in academic circles and exerted a notable influence on important contemporary thinkers. Here, we consider the fundamental role played by freedom in Nietzschean thought, as it permeates all of his philosophical creation, thanks to its articulation with other concepts. Therefore, we understand the importance of interpreting how the philosopher simultaneously criticizes the traditional notion of free will and elaborates his own concept of freedom. To accomplish this task, in addition to the aforementioned work, other readings were necessary as a basis for the research and the construction of this text. Among these, we highlight four fundamental books: Nietzsche and Freedom by Miguel Angel de Barrenechea; Nietzsche, Freedom and Immoralism by Alice Medrado; Nietzsche as Psychologist by Oswaldo Giacoia Junior; and Nietzsche and Philosophy by Gilles Deleuze. Our goal is to engage in dialogue with the diverse interpretations of Nietzsche's thought regarding the philosopher's treatment of the concept of freedom in his work. In the first part of this dissertation, we will analyze the aesthetic approach to freedom in Nietzschean thought. In the second part, we will examine the political perspective of freedom in Nietzsche. Finally, we will defend a possible reading of the concept of freedom in Nietzsche from a psychological perspective. This research was motivated by the perception that Nietzsche's thought has much to contribute to a deeper debate on freedom in contemporary times. 2026-02-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48818 Title: O segundo sujeito: o ser e o não ser na estrutura da psique humana segundo Carl Gustav Jung Abstract: This research aims to present the alleged existence of a second subject within the psyche as a philosophical problem of human reality, highlighting how contradictory an individual can be in their deliberations and life experiences. The second subject can be conceptually portrayed as an unconscious second personality that inhabits everyone and interferes with our conscious actions. However, the first subject—or simply the subject—is nothing less than the ego, the gravitational center of our consciousness that forms our identity. At least, this can be stated based on what we know about the conscious and unconscious through the empirical and theoretical arguments of the medical psychotherapist Carl Gustav Jung (1875-1961), who founded the Analytical Psychology upon which this text is based. Thus, this work understands that the discussion reverberates what constitutes the human soul, here referred to as personality, distinguishing it from the psyche (an uncommon distinction). All possible understanding regarding this is applied in the first chapter of this dissertation, titled “The Functions of the Subject in Personality”. Subsequently, the various layers of the human mind will be explored in depth in the second chapter, presenting “The Structure of the Psyche” and how a one-sidedness in human development, exclusively favoring rationality, has contributed to psychic problems or illnesses—which, in turn, are possibly the source of social and political issues, as will be better understood in the closing of the third chapter when discussing “Self-Knowledge”. That said, the methodology employed in this work is a hermeneutics of the featured author's bibliography, interpreting most of his concepts presented in works such as Psychological Types, Aion: Researches into the Phenomenology of the Self, and The Symbolic Life, Vol. 1. These are, therefore, the primary objects of study throughout the chapters, without excluding other supporting works, such as the interpretations of the Brazilian Nise da Silveira, the German Marie-Louise von Franz, and the Swiss-Jewish Aniela Jaffé. Furthermore, some historical contexts will be revealed in this narrative, mainly in the details of the introduction, seeking to familiarize the reader with the figure of Carl Jung. Finally, due to the previously indicated contradiction in the individual's psyche, the presence of complementary opposite phenomena will be observed within different characteristics of the concepts of conscious and unconscious, formulating what this research calls being and non-being simultaneously. These oppositions deal with the presence of two opposite and contradictory poles that do not annul each other, thus forming a psychic complement from opposites. In other words, a dialectic of the psyche is developed through human contradictions that trigger a transformation—a change of the subject itself in the process of becoming. Therefore, the two sides of the individual, conscious and unconscious, are equally important within their own proportions and must be preserved for collective and individual psychic health. Notes: O presente trabalho foi realizado com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Código de Financiamento 001. 2026-02-05T00:00:00Z https://repositorio.ufu.br/handle/123456789/48702 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 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