L'objet de cette recherche est de découvrir le vrai sens de la fameuse « main invisible » d'Adam Smith à travers la nature humaine en insistant surtout sur le rôle de l'imagination humaine. Afin d'éclairer le plus grand mythe de toute l'histoire de l'économie moderne, on va faire référence aux différents concepts du maître écossais comme la philosophie, la sympathie, le spectateur impartial, la surprise, l'étonnement, l'admiration ou encore les vertus. Dans cette démarche, il sera sans doute essentiel d'insister sur les caractéristiques de l'homme à savoir son amour pour des systèmes cohérents, réguliers, harmonieux et simples, pour améliorer sa condition, sa recherche pour plus de commodités, son désir d'approbation ou encore son aversion pour une désapprobation de la part d'autrui. L'objet de ses différentes références est de prouver une cohérence évidente et intelligible non seulement en ce qui concerne l'unicité de la philosophie smithienne mais aussi en ce qui concerne le vrai sens de la main invisible du père fondateur de l'économie moderne. / The purpose of this research is to discover the true meaning of the famous "invisible hand" of Adam Smith through human nature with particular emphasis on the role of human imagination. To inform the biggest myth in the history of the modern economy, we will refer to different concepts of the Scottish master as the philosophy, sympathy, impartial spectator, surprise, wonder, admiration or virtues. In this approach, it may be essential to emphasize the characteristics of man namely his love for coherent, regular, harmonious and simple systems, to improve his condition, his search for convenience, his desire to approval or his aversion for disapproval from others. The purpose of its various references is to prove an evident and intelligible consistency not only regarding to the uniqueness of the Smithian philosophy but also regarding to the true meaning of the invisible hand of the founding father of the modern economics.

L'enquête empirique menée dans le cadre de cette thèse s'inscrivait dans la perspective de la Loi de Refondation « Pour une école de la bienveillance ». Il s'agissait de contribuer à un programme de recherche de l'Institut Français de l'Éducation (IFÉ), nommé Lieux d'Éducation Associés (LéA). L'objet de cette étude (2014-2017) s'appelait « Innover pour une école bienveillante ». Le terrain d'enquête est celui de l'École Freinet, école historique d'Élise et Célestin Freinet à Vence dans les Alpes-Maritimes (France). En séjournant régulièrement in situ, les pratiques effectives lors de situations d'écriture, propres à l'institution du texte libre, ont été objectivées. Un tel travail d'objectivation donne à voir l'action conjointe des professeurs et des formatrices. Ces pratiques coopératives de formation ont été analysées en s'appuyant notamment sur le cadre de la Théorie de l'Action Conjointe en Didactique (TACD).Cette thèse se propose d'examiner une série de questions : Quel modèle est-il possible de proposer du type de formation pratiqué à l’École Freinet ? En quoi ce modèle, que l'on peut qualifier de clinique, est-il pertinent lorsqu'il s’agit d’une filiation en pédagogie ? Quelles en sont les forces, les faiblesses et les limites ? Ces questions s'articulent à une autre série : En quoi peut-on parler d'une bienveillance professionnelle du professeur ? En quelles autres vertus professionnelles pourrait-elle s’exprimer ? / The empirical investigation carried out within the framework of this thesis was part of the perspective of the Law of Refoundation "For a school of benevolence". It was to contribute to a research program of the French Institute of Education (IFE), named Places of Education Associates (LEA). The purpose of this study (2014-2017) was "Innovating for a caring school of benevolence". The field of investigation is that of the Freinet School, the historical school of Élise and Célestin Freinet in Vence in the Alpes-Maritimes (France). By staying regularly in situ, the actual practices during writing situations, specific to the institution of the free text, have been objectified. Such a work of objectification pinpoints the joint action of the teachers. These cooperative training practices were analyzed based in particular on the framework of the Theory of Joint Action in Didactics (TACD). This thesis proposes to examine a series of questions: What model is it possible to propose from the type of training practiced at Freinet School? How is this model, which can be described as clinical, relevant when it comes to pedagogical filiation? What are the strengths, weaknesses and limitations? These questions are linked to another series: How can one speak of the teacher's professional benevolence? In what other professional virtues could it find its expression?

O objetivo da pesquisa nesta dissertação foi a de dar a conhecer o conceito de generosidade demonstrado pelas crianças aos 6, 9 e 12 anos de idade, e as diferenças apresentadas entre as crianças da escola pública e particular. Através de entrevista clínica e aplicação de dilemas, foram submetidas 120 crianças: 20 em cada faixa etária para cada classe social, dividida entre os dois sexos. Os dados demonstraram que o conceito de generosidade forma-se precocemente nos indivíduos, e que maior clareza de sua definição cresce dos 06 aos 12 anos, contudo, não foram encontradas diferenças no desenvolvimento moral entre as crianças das duas classes. Outras virtudes, como a amizade e a fidelidade, surgiram nos inquéritos como vivencias intrinsecamente relacionadas à formação do conceito de generosidade. / The objective of this research was to know the concept of generosity demonstrated by children who were 6, 9 and 12 years old, and the differences presented between children from public and private schools. Through clinical research and dilemma presenting, 120 children were analyzed. They were divided in two society class groups, 20 in each age group and divided between the two genders. Data have demonstrated that the generosity concept is formed early in individuals, and that the definition gets clearer between the ages of 6 and 12.|There were no moral development differences between the two classes however. Other virtues, like friendship and loyalty appeared in questionnaires as experiences intrinsically related to the formation of the generosity concept.

Made available in DSpace on 2016-10-13T14:10:22Z (GMT). No. of bitstreams: 1 Maria Neusa dos Santos.pdf: 7968484 bytes, checksum: 3f6dd25f243a8a612c8ba10513001cef (MD5) Previous issue date: 2015-03-30 / The increasing advance of religious consumption in Brazil has contributed to the growth in the number of pilgrimages to sanctuaries in search of response to human aspirations. This progress, to a certain extent, contributes to the moral consumption of faith through religious symbols and virtuous acts, which promote the satisfactory meeting in resolution of the personal needs of the pilgrims in their quest for good life . The studies of reception, combined with an interrelation between communication, consumption and religion, were taken as foundations, based on authors such as Baccega, Carranza, Aristotle, Chauí, Slater, Martin-Barbero, Douglas & Isherwood, Martino, Ricoeur and Hook. The research has its corpus composed by the narratives of pilgrims to the Sanctuary of Santa Paulina in Vigolo, Nova Trento (SC), about the practices of moral consumption of faith, using the qualitative research method. The aim was to get closer to the object, to enable the analysis of moral consumption processes of faith through the virtues lived by the saint and persuade by the pilgrims, as well as the socio-cultural context and the non-mediatic communication present in this object. The analysis of theories of narrative was used as methodology applied to the corpus of the research. / O crescente avanço do consumo religioso no Brasil vem contribuindo para o aumento do número de peregrinações a santuários como busca de resposta aos anseios humanos. Tal avanço, em certa medida, colabora para o consumo moral da fé por meio de símbolos religiosos e atos virtuosos, que promovem o encontro satisfatório na resolução das necessidades pessoais dos peregrinos em sua busca pela vida boa . Foram tomados como fundamentos os estudos de recepção aliados à interligação entre comunicação, consumo e religião, com base em autores como Baccega, Carranza, Aristóteles, Chauí, Slater, Martín-Barbero, Douglas & Isherwood, Martino, Ricouer e Gancho. A pesquisa tem como corpus as narrativas dos peregrinos do Santuário de Santa Paulina, em Vígolo, Nova Trento (SC), sobre as práticas do consumo moral da fé, utilizando o método de pesquisa qualitativa. Objetivou-se a aproximação com o objeto, para possibilitar a análise dos processos de consumo moral da fé por meio das virtudes vividas pela santa e buscadas pelos peregrinos, bem como do contexto sociocultural e da comunicação não midiática presente neste objeto. Como metodologia aplicada ao corpus da pesquisa, foi utilizada a análise das teorias das narrativas.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-02-26T14:09:19Z No. of bitstreams: 1 AGNALDO RONIE PEZARINI.pdf: 2072293 bytes, checksum: 6ab95c96c9c47fdc188ada88f546dbc7 (MD5) / Made available in DSpace on 2018-02-26T14:09:20Z (GMT). No. of bitstreams: 1 AGNALDO RONIE PEZARINI.pdf: 2072293 bytes, checksum: 6ab95c96c9c47fdc188ada88f546dbc7 (MD5) Previous issue date: 2017-06-20 / This dissertation deals with the teaching of Philosophy, which, based on Law 11684 of 2008, determined its compulsory education in the whole country. In spite of the fact that the research concerns the consideration of the perceptions of teachers and students of public schools about the teaching of Philosophy in the light of Aristotle, which strictly states that ethical action, that of right reason is done by means of Virtues, and thus the cut for this research concerns the theoretical basis of research, that is, about the concept of friendship, justice and freedom in Aristotle. These concepts are developed in the Nicomachean Ethics work. The problem of this research is the question: What is the perception of teachers and students of the Board of Education of Campinas Leste about Aristotelian ethics? Regarding the theoretical reference, the look used for the analysis of information will take into account virtues and the thinking of Aristotle. The objectives are to understand if the teaching of philosophy of the State Schools of the Campinas Leste Board is based on the Ethics of Aristotle with regard to issues related to freedom, friendship and justice. As for the methodological procedures, the bibliographic review will be used in order to characterize the teaching of philosophy, its historical context and its configuration in High School beyond the legal issues that support it, and then the Aristotelian ethics in the action of conceptualizing ethics in Stagirita conceptions, ethics in relation to eudaimonia and the relationship between ethics and education and, moreover, an empirical research based on a closed questionnaire applied in five schools of the Board of Education Campinas Leste, two of the periphery, Two of Tempo Integral and one of the central region, specifically a 3rd grade high school class and the philosophy teacher from each of these schools. The sample of this research was one hundred and sixty-eight students and five teachers for the instrument questionnaire, two teachers for the interview instrument and two groups of six students for the focus group. The hypothesis for this research was that the students are unaware of the conception of Aristotelian ethics, perhaps a partial conception of the ethics of the philosopher Aristotle. With the analysis of the results obtained with the cited instruments, there was no confirmation of the hypothesis, which was therefore classified as rejection, since the teaching of philosophy regarding Aristotelian ethics is based on teachers and students Perception of the virtuous act and to the straight reason based on the Aristotelian conception, being only fit for the students the antagonism in the action. / Esta disserta??o de mestrado trata do ensino de Filosofia, que a partir da Lei 11.684, de 2008, determinou sua obrigatoriedade no Ensino M?dio em todo o territ?rio nacional. Em que pese o fato de que a pesquisa diga respeito ? considera??o das percep??es de docentes e discentes de escolas p?blicas sobre o ensino de Filosofia ? luz de Arist?teles, que a rigor estabelece que o agir ?tico, o da reta raz?o se faz por meio das virtudes e, assim o recorte para esta pesquisa diz respeito ? base te?rica da investiga??o, ou seja, sobre o conceito de amizade, justi?a e liberdade em Arist?teles. Estes conceitos s?o desenvolvidos na obra ?tica a Nic?maco. O problema desta pesquisa consiste na pergunta: Qual ? a percep??o de docentes e discentes da Diretoria de ensino Campinas Leste acerca da ?tica aristot?lica? No que se refere ao referencial te?rico, o olhar utilizado para a an?lise das informa??es levar? em considera??o virtudes e o pensamento de Arist?teles. Os objetivos consistem em compreender se o ensino de filosofia das Escolas Estaduais da Diretoria Campinas Leste est? pautado sobre a ?tica de Arist?teles no que se refere ?s quest?es relativas ? liberdade, ? amizade e ? justi?a. Quanto aos procedimentos metodol?gicos ser?o utilizados a revis?o bibliogr?fica de modo a caracterizar o ensino de filosofia, seu contexto hist?rico e sua configura??o no Ensino M?dio para al?m das quest?es Legais que o ampara e, em seguida, a ?tica aristot?lica na a??o de conceituar a ?tica nos quesitos da concep??o do estagirita, da ?tica em rela??o ? eudaimonia e da rela??o entre a ?tica e a educa??o e, al?m disso, uma pesquisa emp?rica pautada em um question?rio fechado aplicado em cinco escolas da Diretoria de Ensino Campinas Leste, sendo duas de periferia, duas de Tempo Integral e uma da regi?o central, especificamente uma turma da 3? s?rie do ensino m?dio e o docente de filosofia de cada uma dessas escolas. A amostra desta pesquisa foi de cento e sessenta e oito discentes e cinco docentes para o instrumento question?rio, dois docentes para o instrumento entrevista e dois grupos de seis alunos para o grupo focal. A hip?tese para esta pesquisa era de que os discentes desconhecem a concep??o da ?tica aristot?lica, cabendo qui?? uma concep??o parcial da ?tica do fil?sofo Arist?teles. Com a an?lise dos resultados obtidos com os instrumentos citados, n?o houve confirma??o da hip?tese , que se classificou, portanto, como recha?ada, uma vez que, o ensino de filosofia no que se refere ? ?tica Aristot?lica, est? fundamentado tendo os docentes e discentes a percep??o do agir virtuoso e para com a reta raz?o pautados na concep??o Aristot?lica, cabendo apenas para os discentes o antagonismo na a??o.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-04-12T17:50:52Z No. of bitstreams: 1 BRUNO VIEIRA DINIZ.pdf: 2490348 bytes, checksum: b26b41d5296d2042dfc74dfa81a6d99c (MD5) / Made available in DSpace on 2018-04-12T17:50:52Z (GMT). No. of bitstreams: 1 BRUNO VIEIRA DINIZ.pdf: 2490348 bytes, checksum: b26b41d5296d2042dfc74dfa81a6d99c (MD5) Previous issue date: 2017-12-19 / This dissertation has as the main goal the identification of principles of a possible psychotherapy in the light of the tomasian psychology. To reach this objective, we initially discussed the importance of the theme, namely, the importance of Thomism and of a possible psychotherapy in the light of Saint Thomas Aquinas in the present days. In this regard, we believe, among other things, that Thomism has the ability to bring us closer to the truth about human nature in its fullest completeness. Next, we discussed and established some important theoretical assumptions for this work, which are the definitions of Tomasian psychology and Thomistic psychotherapy. We defined that Tomasian psychology is the theological treaty of Thomas Aquinas on the human soul, its essence, powers and acts; and that Thomistic psychotherapy would be a possible application of this psychology: a science and a prudential art whose objectives would be, through interpersonal help, to alleviate suffering and to seek the perfection of the human soul. Then, in order to identify in the psychology developed by Saint Thomas possible principles for a psychotherapy, we undertook a long study in which we tried to synthesize, systematize and analyze the entire content of Tomasian psychology, having as reference the Summa Theologica. Thus, we studied the human soul, its powers and acts, with emphasis on the following themes: the voluntary act and its principles, the ultimate end of man (and the happiness), the passions of the soul, and human virtues and vices. Finally, in the last chapter of this work, we presented, briefly, by way of conclusion, possible principles of a Thomistic psychotherapy, which were identified and inferred from the previous study. We believe that such principles can shed important light on the nature of the therapeutic relationship and on the means of pursuing the main psychotherapeutic goals, as previously presupposed, that are: the alleviation of emotional suffering and the pursuit of human happiness. / Esta disserta??o tem como objetivo principal a identifica??o de princ?pios de uma poss?vel psicoterapia ? luz da psicologia tomasiana. Para atingir esse objetivo, inicialmente, discutimos a import?ncia do tema, ou seja, a import?ncia do tomismo e de uma poss?vel psicoterapia ? luz de Santo Tom?s de Aquino nos dias atuais. Quanto a isso, acreditamos, dentre outras coisas, que o tomismo tem a capacidade de nos aproximar da verdade a respeito da natureza humana em sua maior integralidade. Em seguida, discutimos e estabelecemos alguns importantes pressupostos te?ricos para este trabalho, que s?o as defini??es de psicologia tomasiana e de psicoterapia tomista. Definimos que a psicologia tomasiana ? o tratado teol?gico de Tom?s de Aquino acerca da alma humana, sua ess?ncia, pot?ncias e atos; e que a psicoterapia tomista seria uma poss?vel aplica??o dessa psicologia: uma ci?ncia e uma arte prudencial cujos objetivos seriam, por meio da ajuda interpessoal, o al?vio do sofrimento e a busca da perfei??o da alma humana. Em seguida, com o intuito de identificar na psicologia desenvolvida por Santo Tom?s poss?veis princ?pios para uma psicoterapia, empreendemos um longo estudo em que procuramos sintetizar, sistematizar e analisar o conte?do de toda psicologia tomasiana, tendo como refer?ncia a Suma Teol?gica. Estudamos assim a alma humana, suas pot?ncias e atos, com destaque para os seguintes temas: o ato volunt?rio e seus princ?pios, o fim ?ltimo do homem (e a felicidade), as paix?es da alma, as virtudes e os v?cios humanos. Por fim, no ?ltimo cap?tulo deste trabalho, apresentamos ent?o, sinteticamente, a t?tulo de conclus?o, poss?veis princ?pios de uma psicoterapia tomista, identificados e inferidos a partir do estudo anterior. Acreditamos que tais princ?pios podem nos lan?ar importantes luzes sobre a natureza da rela??o terap?utica e sobre os meios de persecu??o dos principais objetivos psicoterap?uticos, como pressupostos anteriormente, que s?o o al?vio do sofrimento emocional e a busca da felicidade humana.

Made available in DSpace on 2016-04-04T18:33:05Z (GMT). No. of bitstreams: 1 Talita Carneiro Gader Safa.pdf: 845313 bytes, checksum: 784cca5b9b4dda875998ef4f4a495a6c (MD5) Previous issue date: 2012-02-01 / The research "The Aristotelian virtues and moral education: teachers' education for autonomy" sheds light on the need for cultivation of virtues for the construction of the moral excellence of man. We discussed the importance of understanding the classical values, in particular, that of justice and friendship, from Aristotle, as the basis for the discussion of moral education. This is a survey conducted in the context of foundations of education, more precisely of the philosophy of education, then your character is speculative. Whereas the moral education plays a fundamental role in shaping the character of the child, then examine the extent to which virtues are actually necessary for the development of man's character. Indeed, beyond the discussion of theoretical foundations that underpin the moral education, this research also argued that this conception of moral education could base a conviction of the educator for the actual task of forming the child's personality. In this sense, we ask: what are the challenges for teachers' education in the Aristotelian account of virtue when it comes to moral education? The main objective of this research, therefore, was to understand the elements that involve the consideration of moral education in the Aristotelian virtues, especially justice and friendship, with a view to the challenges facing educators. The method was based on a review and sought to question, conceptualize and argue, typical of the philosophical method. The expected results will be the ability of the educator can understand, more accurately, virtues essential to shape the character of the man. / A pesquisa A educa??o moral e virtudes aristot?licas: a forma??o do educador para a autonomia coloca em relevo a necessidade do cultivo de virtudes para a constru??o da excel?ncia moral do homem. Discutimos a import?ncia da compreens?o de valores cl?ssicos, em espec?fico, o da justi?a e o da amizade, a partir de Arist?teles, como base para a discuss?o da educa??o moral. Trata-se de uma pesquisa realizada no contexto de fundamentos da educa??o, mais precisamente de filosofia da educa??o, ent?o, seu car?ter ? especulativo. Considerando que a educa??o moral exerce papel fundamental na forma??o da personalidade da crian?a, ent?o, examinamos em que medida as virtudes s?o efetivamente necess?rias para o desenvolvimento do car?ter do homem. Com efeito, para al?m da discuss?o de fundamentos te?ricos que embasam a educa??o moral, esta investiga??o tamb?m discutiu que concep??o de educa??o moral pode embasar a convic??o do educador para a efetiva tarefa de formar a personalidade da crian?a. Neste sentido, questionamos: quais os desafios para a forma??o do educador na considera??o de virtudes aristot?licas em se tratando de educa??o moral? O objetivo principal desta pesquisa, portanto, consistiu em compreender os elementos que envolvem a educa??o moral na considera??o de virtudes aristot?licas, especialmente a justi?a e a amizade, com vistas aos desafios que se colocam aos educadores. Do ponto de vista do m?todo, o trabalho foi realizado a partir de revis?o bibliogr?fica e procurou problematizar, conceituar e argumentar, caracter?sticas t?picas do m?todo filos?fico. Os resultados esperados consistiram na possibilidade do educador conseguir compreender, de forma mais rigorosa, virtudes fundamentais para a forma??o do car?ter do homem.

Orientador: Francisco Benjamin de Souza Netto / Tese não autorizada para disponibilização na Internet / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-09-01T15:19:39Z (GMT). No. of bitstreams: 1 Pereira_ RosalieHelenaDeSouza_D.pdf: 3595627 bytes, checksum: b670287f49cf2c8c70f66e7ffb3307df (MD5) Previous issue date: 2008 / Resumo: Nossa tese apresenta um ângulo da leitura aristotélica que, no Comentário sobre A República, Averróis faz dessa obra de Platão. Nessa leitura evidencia-se a transformação do filósofo-rei platônico no phrónimos aristotélico. Nossa interpretação se baseia na versão latina dessa obra de Averróis, realizada no século XV por Elia del Medigo. No Livro II desse tratado, há uma passagem em que é dito que o soberano deve ser "sábio segundo a ciência prática e, com isso, ter o mérito da virtude cogitativa". Distinguem-se, nessa frase, a ética de Aristóteles como ciência prática e a virtude cogitativa (phrónesis), essencial para o desempenho virtuoso do soberano. Isso corrobora o que Averróis afirma no Comentário Médio à Ética Nicomaquéia: "a prudência e a arte de governar as cidades são um único campo de investigação (subiecto)". Desse modo, a arte de governar tem dois lados, o teórico e o prático, ou seja, a ética e a política. Depois de apresentarmos a primeira parte, essencial para a contextualização histórica da obra, nossa análise se debruça sobre um estudo da "virtude cogitativa" e a identifica com a prudência ou sabedoria prática, a phrónesis aristotélica. Em razão da metodologia adotada por Averróis e das críticas que ele tece à sociedade de seu tempo, esse tratado configura-se mais como uma obra original que propriamente um comentário nos moldes tradicionais de seus comentários à obra de Aristóteles / Abstract: Our thesis presents a view of the Aristotelic reading which in the Comentary on the Republic Averroes forms of this work by Plato. In this reading the transformation of the Platonic philosopherking into the Aristotelian phrónimos becomes evident. Our interpretation is based on the Latin version of this work by Averroes, accomplished in the XVth century by Elia del Medigo. In Book II of this treatise, there is a passage in which he says that the sovereign should be "wise according to practical science, and with this, have the merit of cogitative virtue". We note, in this phrase, Aristotle¿s ethics as practical science and the cogitative virtue (phrónesis) which is essential for the sovereign¿s virtuous fulfillment. This corroborates what Averroes affirms in the Middle Commentary on Aristotle¿s Nicomachea that "prudence and the art of governing cities are a unique area of investigation (subiecto)". Thus, the art of governing has two sides, the theoretical and the practical, or, the ethical and the political. After presenting the first part, essential for the historical contextualization of the work, our analysis covers the study of "cogitative virtue", and identifies it with prudence or practical knowledge, the Aristotelian phrónesis. By reason of the methodology adopted by Averroes, and of the crititiques that he makes about the society of his time, this treatise is shaped more like an original work than a commentary on the traditional examples of his commentaries on Aristotelic works / Doutorado / Filosofia / Doutor em Filosofia

Made available in DSpace on 2016-04-29T14:27:30Z (GMT). No. of bitstreams: 1 Andre Luiz Boccato de Almeida.pdf: 1364728 bytes, checksum: 6372540ca1da73b1bd6d3bf784215bdd (MD5) Previous issue date: 2010-08-10 / The initial point of this dissertation is, in the first place, to analyze the postmodernity with its implications on moral conscience. The complex postmodernity reality takes us to rethink the problems concerning conscience to beyond the traditional paradigms making us to think of an (a type of) ethic of virtues which grants us a triple challenge: to discern, to decide and to act amongst ethical relativisms and fundamentalisms. For this purpose, we emphasize a panoramic view of postmodernity with its theoretical and anthropological challenges, generators of a new culture and value opposing to the whole Christian anthropology. The moral conscience, discernment stage, decision and action of the human being, feeling this opposition, is called to rethink its deeper structure. For this purpose, we have passed a look over the Christian tradition of conscience accentuating the major biblical, theological and historical themes under it. It emphasizes the positive comprehension of the council present in Gaudium et Spes , nº 16, we stress its concise and coherent importance to the moral-theological reflection. We propose an ethic of virtues looking at the old ethical paradigms, but aiming the contemporary human subject who lives a crisis of sense, history and acting. Finding himself fragmented and ethically confuse in front of the countless ethical proposals, seductive and ephemeral, we want to show that an ethic of virtues is profoundly pedagogical and evangelical when to this human subject offers means to form and educate his conscience. Rescuing the theological and cardinals virtues under the stimulating and creative inspiration of St. Thomas, we want to present ways capable of generating the humanization and integration of the postmodern human subject. It is up to the human subject to form his conscience with creativity in an open-minded spirit by the discernment to decide and act in times of ethical relativisms and fundamentalisms, proposing to himself and to his environment a beyond of moralisms and immoralisms / O ponto de partida desta dissertação é, primeiramente, analisar a pós-modernidade com suas implicações sobre a consciência moral. A complexa realidade pós-moderna nos leva a repensar a problemática da consciência para além dos paradigmas tradicionais, fazendo-nos a pensar uma ética das virtudes que propicie um triplo desafio: discernir, decidir e agir. Para este objetivo, destacamos uma visão panorâmica da pós-modernidade com seus desafios teóricos e antropológicos, geradores de uma nova cultura e valores impactantes à antropologia integral cristã. A consciência moral, instância de discernimento, decisão e ação do ser humano, sentindo estes impactos, é chamada a repensar sua estrutura mais profunda. Para isso repassamos um olhar sobre a tradição cristã da consciência, destacando os grandes temas bíblicos, teológicos e históricos subjacente a ela. Enfatizando a positiva compreensão conciliar presente na Gaudium et Spes, nº 16, ressaltamos sua concisa e coesa importância para a reflexão teológico-moral. Propomos uma ética das virtudes olhando os paradigmas éticos antigos, mas focando ao sujeito contemporâneo que vive uma crise de sentido, da história e do agir. Encontrando-se fragmentado e eticamente confuso diante de inúmeras propostas éticas sedutoras e efêmeras, queremos mostrar que uma ética das virtudes é profundamente pedagógica e evangélica quando a este sujeito oferece meios para formar e educar sua consciência. Resgatando as virtudes teologias e cardeais, queremos apresentar caminhos humanizantes e integradores ao sujeito pós-moderno. Cabe ao sujeito formar sua consciência com criatividade num espírito de abertura pelo discernimento, decidir e agir em tempos de relativismos e fundamentalismos éticos, propondo para si um além os moralismos e imoralismos

Made available in DSpace on 2016-04-25T19:20:21Z (GMT). No. of bitstreams: 1 Valeria Camargo.pdf: 1164029 bytes, checksum: e748d6c883d897f31ab4731ac8c6f737 (MD5) Previous issue date: 2012-06-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The terrible suicide terrorist attacks the so called human bombs - generally associated to Muslim radical groups have been submitted to misunderstood interpretations. Anti-Islamic authors impute this actions to Islam as a whole, as being consequence of a concept of jihad understood as a holy war , or a conflict of civilizations that Muslim carry on in order to overcome the enemies of Islamic faith and culture. On the other hand, radical groups consider these actions as a political defense of Islam or as an altruistic suicide and a kind of martyrdom for Allâh´s cause. In face of these interpretations, the thesis aims to point out a new view by going deep into the Islamic sources, namely Koran and Ahadith. First, an explanation is made about Islamic sources. The most important texts on the subject have been collected according to some key words, by following the hypothesis that the true meaning of jihad is not an aggressive and violent action. Jihad must be understood in a wild sense of practicing virtues, love and social justice. So, suicide terrorism is never altruistic but a real suicide; not a martyrdom but an anti-social behavior that is definitively condemned by Koran and Ahadith. In order to emphasize this position, the thesis points out the spiritual and mystic aspects of Islamic faith and its social solidarity. It also rejects the interpretations and generalizations of anti-Islamic writers who impute to Islam the responsibility and the strategic logic of the suicide terrorism / Os terríveis ataques terroristas suicidas as chamadas bombas humanas - que em geral são associados a grupos islâmicos fundamentalistas têm sido objeto de interpretações enviesadas. Autores não-islâmico e anti-islâmicos atribuem o suicídio terrorista ao Islã como um todo, a refletir um conflito de civilizações ou uma guerra santa com base numa leitura belicosa e expansionista de jihad. Por outro lado, grupos islâmicos extremistas os acolhem como ações políticas cujos perpetradores são considerados suicidas altruístas e mártires pela causa de Allâh. Ante essas interpretações, a tese vai em busca de uma leitura a partir das fontes islâmicas, em especial, o Alcorão e os Ahadith. Após uma explicação sobre o Islamismo e suas fontes, realiza um inventário dos principais textos que as fontes oferecem em torno do objeto e os agrupa a partir de alguns temas chave. Em seguida passa a uma análise interpretativa dos textos coletados, tendo como guia a hipótese de que o verdadeiro sentido de jihad descarta a belicosidade agressiva e contém um sentido amplo de esforço e virtudes, de amor ao próximo e de justiça social. As ações das bombas humanas devem ser consideradas como atos de suicídio e homicídio; são anti-sociais e não têm nenhum respaldo nos livros sagrados. Por isso, a tese se preocupa em ressaltar, nas fontes e interpretações islâmicas, os aspectos espirituais, místicos e socialmente solidários do Islã. Rejeita também as interpretações e generalizações anti-islâmicas que são feitas a partir dos ataques suicidas terroristas