https://repositorio.ufu.br/handle/123456789/39994 Fri, 04 Sep 2026 19:52:37 GMT 2026-09-04T19:52:37Z https://repositorio.ufu.br/handle/123456789/49911 Title: Filosofar desde el pensamiento amerindio: la construcción discursiva del mundo desde el Sumak Kawsay/Buen Vivir andino Abstract: This thesis analyzes the epistemic principles of the Andean philosophy of sumak kawsay (good living) and its contribution to the construction of an ecophilosophy from Latin America. In a context of global ecological crisis, the work argues that this ancestral worldview offers an alternative narrative of the world, based on a relational ontology that transcends modern anthropocentris m. The results demonstrate that sumak kawsay is not merely a theory, but an ethical, political, and ecological praxis that proposes a reciprocal relationship with nature. Faced with the civilizational crisis, this philosophy emerges as a transmodern altern ative that, from the “constitutive outside” of modernity, demands the decolonization of knowledge, the reorientation of development, and the adoption of an ethic of care. The thesis concludes that Andean good living constitutes a fundamental contribution t o imagining other possible worlds, anchored in ancestral memory and in balance with the web of life, and, in a context in which the future seems to be blurred from historical temporality, it would be pertinent to propose from Abya Yala a philosophy for urg ent issues. Thu, 05 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49911 2026-03-05T00:00:00Z https://repositorio.ufu.br/handle/123456789/49663 Title: Efetuação dos direitos humanos aos sujeitos queer: a crítica de Judith Butler aplicada a análise literária Abstract: In recent decades, debates on gender identities and sexual diversity have gained increasing prominence in the fields of philosophy, law, and the human sciences. This movement reflects profound social transformations that challenge traditional models of normativity that have historically structured understandings of the subject, the family, and citizenship. In this context, contemporary theories of gender performativity, particularly those developed by Judith Butler (2010; 2013; 2019; 2020; 2021; 2023), provide relevant conceptual tools for understanding how identities are socially produced, regulated, and, at the same time, potentially subverted. This dissertation is situated within this critical framework and investigates the relationships between Queer theory, legal normativity, and the recognition of dissident subjectivities, articulating philosophical reflection, literary analysis, and legal discussion. Its central motivation lies in the observation that, although significant reconfigurations have taken place in the field of civil rights and legal protection of Queer individuals in different countries, structural tensions persist between the formal recognition of these identities and the maintenance of social and institutional norms grounded in heteronormativity and gender binarism. Thus, the research problem guiding this study asks: in what ways do gender performativity theory and the contributions of Queer theory enable a critical understanding of the limitations and possibilities of legal recognition of Queer identities within contemporary normative systems? In response, the dissertation aims to analyze the relationships between Queer theory, legal normativity, and citizenship, seeking to understand how legal and cultural structures simultaneously regulate and enable the recognition of Queer subjects. The study examines the contribution of performativity to the critique of legal gender categories; analyzes law as both an instrument of exclusion and protection; and explores the tension between legal recognition and the persistence of heteronormative standards. Methodologically, the research adopts a qualitative and interdisciplinary approach, combining bibliographic research, philosophical analysis, legalcritical examination, and literary interpretation. The theoretical framework engages authors such as Michel Foucault (2022), Joan Riviere (2005), Gayle Rubin (2003; 2016), Julia Kristeva (2024), and Jean-Jacques Rousseau (1915; 1978). In the literary domain, the analysis of O Arroz de Palma (Azevedo, 2011), The Handmaid’s Tale (Atwood, 2017), and Stella Manhattan (Santiago, 2011) explores narrative representations of tensions between identity, power, and social normativity, understanding literature as a site of meaning production that challenges theoretical categories. The study further distinguishes three levels of legal operation–positive law, institutional practices, and legal discourse–highlighting the gap between formal recognition and lived experience. Empirically, it considers national and international contexts through selected paradigmatic cases, including non-Western experiences such as the hijra category, in order to question the universality of identity frameworks. The dissertation concludes that the legal recognition of Queer identities constitutes a structurally ambivalent process, in which the expansion of protection coexists with the delimitation of intelligibility. Human rights are thus understood as a historically situated and contested field, in which forms of recognition are continuously reconfigured. Fri, 17 Jul 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49663 2026-07-17T00:00:00Z https://repositorio.ufu.br/handle/123456789/49573 Title: Crise na estrutura e disputa pela superestrutura: Marx, Gramsci e o laboratório para o fascismo na Itália. Abstract: This dissertation investigates Italian fascism as a passive revolution in moments of hegemonic crisis, from a philosophical perspective whose methods are historical-dialectical materialism and the philosophy of praxis, dialectically connecting Karl Marx’s critique of political economy with Antonio Gramsci’s theory of hegemony. The central hypothesis is that fascism in Italy was not a historical contingency, that is, something that erupted into history without decisive and precise causes; nor does it support the claim that fascism was a moral aberration or a necessary evil in response to the advance of communism in Europe initiated by the 1917 Bolshevik Revolution. On the contrary, Italian fascism was the direct result of the contradictions inherent in the social relations of capitalism undergoing structural crisis. The hypothesis holds that economic crises arising from the productive structure of capitalism, when they reach an appropriate degree of maturity, become crises of hegemony, affecting the superstructure and opening spaces for possible solutions based on force, with the strengthening of political society at the expense of civil society as their central feature. Italy, with its well-defined “precise causes,” was, for the first time in the history of developed Western capitalism, the laboratory in which these articulations became fully visible at the superstructural level, manifesting themselves in fascist policies during the first decades of the twentieth century. Thus, the dissertation demonstrates that crises of hegemony, whose ultimate expression is fascism, are not isolated phenomena arising from contemplative causes, but rather superstructural expressions of a much broader structural crisis that nevertheless originates in the foundations of production and, once transferred to the layers of the superstructure, disrupts the mechanisms of consensual domination within civil society. The investigation therefore proceeds from the “abstract” to the concrete. The “abstract” is the crisis in the structure and its analysis; the concrete is the way in which this crisis concretely transforms the lives of real individuals. Accordingly, this means starting from the dialectical unity between structure and superstructure, articulating them from the particular to the universal—that is, taking Italy as the point of departure at the level of the particular and moving toward the universal conditions of crisis within international capitalism itself. To this end, the theoretical framework is fundamentally composed of Marx and Gramsci, in dialogue with the principal thinkers on the subject, such as Lenin, Hilferding, Sweezy, and Harvey. The dissertation is organized into six chapters. The first three are devoted to the theoretical foundations of Marx’s analysis of economic crises; the following three focus on the historical analysis of the “precise causes” and on the way in which they are articulated with structural crises. In this second part, Gramsci serves as the principal philosopher. The dissertation therefore demonstrates that fascism in Italy was the form through which the bourgeois ruling class sought to reorganize its hegemony in crisis. For this reason, this study offers important concepts for understanding class struggle in advanced capitalism in the post–World War I period (1914–1918), a period that shaped the struggle between the two antagonistic classes at an even more developed stage of capitalism. Tue, 11 Aug 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49573 2026-08-11T00:00:00Z https://repositorio.ufu.br/handle/123456789/49423 Title: O ensino de Filosofia no Ensino Fundamental 2 e sua contribuição para uma educação antirracista Abstract: This work stems from the discomfort of, as a Middle School Philosophy teacher, (6th to 9th grades – students from 12 to 15 years of age), working only with canonical authors. In the course of time, aligned with my anti-racist readings and actions, it has become inconceivable not to include discussions such as african, afro-brazilian, indigenous philosophy, and feminisms in my teaching. Racism is considered a determining social problem in our society, has multiple forms of intersectionalities, and is manifested by individuals and perpetrated by different institutions. It has been proved that some european philosophers, through their theories, contributed to the strengthening of racism. However, we understand that, also through theories, Philosophy must build an anti-racist epistemology, more specifically, focused on the field of Philosophy teaching from an intercultural perspective. The development of such an epistemology is a way to confront racism, which has its roots in the existing social order. We aimed to offer a decolonial methodological proposal for the final years of Middle School, accessible to children and teenagers, so that critical, reflective and systematic thinking can be developed, and thus prove that Philosophy curriculum content can be anti-racist. We also aimed to provide empowerment and identity strengthening to black students of this age group by valuing afro-brazilian history, culture and knowledge. We did this by introducing them to Sueli Carneiro, Conceição Evaristo, Djamila Ribeiro and Sílvio de Almeida, as afro-brazilian philosophers, with their main concepts. Having achieved our goal, we aim to contribute to the decolonization of brazilian thought, that is, to ensure that brazilian thought is not only linked to ideas of slavery, segregation and inferiorization of the black people, but on the contrary, that its history be recovered, studied and valued. Fri, 10 Jul 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49423 2026-07-10T00:00:00Z