Submitted by PPGE PPGE (pgedu@ufba.br) on 2016-07-01T16:23:28Z No. of bitstreams: 1 PDF DISSERTAÇÃO.pdf: 1281291 bytes, checksum: bf83eb504f4f7f0f149a12637f211184 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-07-05T14:33:12Z (GMT) No. of bitstreams: 1 PDF DISSERTAÇÃO.pdf: 1281291 bytes, checksum: bf83eb504f4f7f0f149a12637f211184 (MD5) / Made available in DSpace on 2016-07-05T14:33:15Z (GMT). No. of bitstreams: 1 PDF DISSERTAÇÃO.pdf: 1281291 bytes, checksum: bf83eb504f4f7f0f149a12637f211184 (MD5) / O objetivo do presente trabalho é focalizar a ética atemporal e refletir filosoficamente sobre alguns dos seus principais fundamentos, a partir de Os Quatro Pilares da Educação, conjunto de “aprendências” propostas pela UNESCO que ensejam uma renovação do próprio sentido da educação para o século XXI. Para tanto, inspirado metodologicamente na Fenomenologia de Husserl, foi utilizada a abordagem qualitativa do tipo documental, pois ela oferece fecundas possibilidades de investigação dos fenômenos que envolvem os seres humanos e suas diferentes cosmovisões, construídas culturalmente ao longo da história. Desta forma, através de uma intencionalidade aberta e interrogante, procurei entrar em contato com os sentidos mais profundos destas realidades, cujo alcance é complexo, transcendental e holístico. Por fim, a estilística textual deste trabalho conformouse no gênero literário ensaístico, mais especificamente de tipo discursivo-formal, inscrito na linha montaigneana da “espontaneidade com rigor”, pois o ensaio é uma modalidade textual didática que expõe ideias, críticas e reflexões éticas e filosóficas acerca de certo tema. É menos formal e mais flexível que o tratado. Consiste, portanto, num gênero que permite ao leitor transitar do filosófico para o artístico, do filosófico para o científico ou vice-versa – sem diminuir o rigor da exposição. Palavras-chave: / ABSTRACT The aim of this study is to focus on the timeless ethics and reflect philosophically on some of its main foundations, from The Four Pillars of Education, set of "learning” proposed by UNESCO giving rise a renewal of the proper sense of education for the twenty-first century. To do so, inspired methodologically the phenomenology of Husserl, qualitative approach to the documentary type was used because it provides fertile phenomena research possibilities involving humans and their different worldviews, culturally constructed throughout history. Thus, through an open and questioning intentionality, I tried to contact the deeper meanings of these realities, whose range is complex, holistic and transcendental. Finally, textual stylistic this work conformed the literary genre essay, specifically discursive formal type, inscribed in montaigneana line of "spontaneity accurately" because the test is a didactic text mode that puts forward ideas, criticisms and reflections ethical and philosophical about a certain topic. It is less formal and more flexible than the treaty. It is thus a genre that allows the reader to move from the philosophical to the artistic, philosophical to scientific or vice versa - without decreasing the exposure accuracy.

In this paper I will look at two common theories about persistence and their views on parthood. The two theories are Endurantism and Perdurantism, but I will also mention exdurantism which is a theory closely related to perdurantism. Endurantism is a three-dimensional theory which states that persisting objects are at every moment “wholly present” and have no temporal extent. Perdurantism and exdurantism on the other hand are four-dimensional theories which states that objects have temporal as well as spatial extent. The four-dimensional theories apply an atemporal parthood relation between a persisting object and its temporal parts, this means that a persisting object has its parts simpliciter. Three dimensionalists usually do not talk about a thing having temporal parts, but some philosophers think that there is nothing that restricts a three-dimensionalist from applying a similar understanding of parthood as the four-dimensionalist does. I will begin by taking a look at the different theories and their solutions to two common problems associated with persistence. Later on, I will look at the atemporal parthood relation that perdurantists apply to their theory and see if it really is something an endurantist could accept as well. I will make my conclusion based on what would logically follow from accepting the concept of atemporal parthood. I will argue that, while endurantists could accept path inclusion, they can in fact not apply an atemporal parthood relation between a persisting object and its temporal parts without their view collapsing into four-dimensionalism. I will also show that path inclusion cannot do the same job in solving these two problems that will be discussed. Besides this, my point will also be to argue that it is unmotivated (or even a mistake) for a three-dimensionalist to apply any three-dimensional version of atemporal parthood to their theory.