El presente trabajo busca abordar las ventajas de la crítica inmanente a la ideología como método para hacer crítica y análisis social. La principal referencia del proyecto es la propuesta de crítica inmanente desarrollada por Rahel Jaeggi. Este texto parte de la pregunta de si es posible plantear una crítica social significativa sin caer en los problemas metodológicos del universalismo o el convencionalismo. Es decir, la posibilidad de plantear una crítica que mantenga el punto de referencia normativo y que, a su vez, no restrinja los criterios de racionalidad a aquellos propios del lugar de enunciación. Para elaborar los objetivos e influencias de la crítica inmanente a la ideología como un método para la Teoría crítica, se tomarán referencias de Allen, Haslanger y Horkheimer. Los sistemas de creencias como concepto central para un análisis pragmatista se definirán desde las perspectivas holistas de Bohman y Brandom. Con esto, se justificará por qué la aproximación del pragmatismo pluralista es adecuada para la crítica de las formas de vida en el contexto contemporáneo. Luego, para delimitar las pautas metodológicas de la crítica inmanente, se tomarán las contribuciones de Jaeggi, Casuso y Celikates. Finalmente, la propuesta de solución para las dificultades normativas del conocimiento situado apelará al concepto de horizonte de sentido de Gadamer. / This work aims to assess the advantages of the immanent critique of ideology as a method for social critique and analysis. The main reference for the project is the immanent critique proposal developed by Rahel Jaeggi. This text begins with the question of whether or not it is possible to establish significant social critique without falling into the methodological problems of universalism nor conventionalism. That is the possibility of establishing a critique that maintains a normative standpoint and, at the same time, does not restrict itself to the rationality of its point of enunciation. To elaborate the objectives and the influences of the immanent critique of ideology as a method for Critical Theory, references of Allen, Haslanger and Horkheimer will be considered. Belief systems -as a key concept for the pragmatist approach attempted here- will be defined from the holistic perspectives of Bohman and Brandom. In this way, I will make a case for pragmatist pluralism as an adequate approach to the critique of forms of life in the contemporary context. Then, to outline the methodological guideline of immanent critique, I will consider the contributions of Jaeggi, Casuso and Celikates. Finally, the suggestion intended to solve the normative difficulties of situated knowledge will use the concept of horizon of understanding from Gadamer’s work.

Le présent travail poursuit deux objectifs principaux, dont la visée commune consiste à clarifier le rapport de Gadamer à la phénoménologie en général et envers Husserl en particulier. Bien que l’impression fondamentalement favorable de Gadamer à l’égard de Husserl soit documentée dans la littérature secondaire, la tendance interprétative traditionnelle considère que la pratique phénoménologique dont Gadamer se réclame doit beaucoup plus à Heidegger qu’au père de la phénoménologie. En un premier geste plus « exégétique », nous nous proposons de mettre en relief les grandes lignes de l’interprétation que Gadamer propose de l’œuvre de Husserl afin de souligner la rigueur de son interprétation. Cette incursion initiale nous permettra aussi de révéler la présence d’une dette conceptuelle méconnue chez Gadamer à l’égard de la phénoménologie husserlienne, dette qui nous paraît fondamentale et qui ne doit pas être négligée dans l’économie globale de son projet philosophique. C’est pourquoi le deuxième objectif de notre projet de recherche aura pour tâche d’illustrer la productivité de ce legs conceptuel au sein du projet philosophique de Gadamer, en soulignant toutefois aussi la prise de distance critique de Gadamer par rapport à la phénoménologie husserlienne. Dans l’élaboration de son herméneutique, Gadamer développe en effet une critique « anti-subjectiviste » et « anti-fondationaliste » de la phénoménologie. Nous aurons cependant à souligner qu’il le fait afin de retourner à un sens de la phénoménologie plus en accord avec les « choses mêmes » et qui ne renie aucunement la nécessité de l’apport conceptuel de la phénoménologique husserlienne. Cela se remarquera entre autres par l’élaboration des concepts de tradition et de la fusion des horizons, mais aussi par l’élargissement du cadre du monde de la vie (Lebenswelt) pour inclure la dimension langagière. / The present study pursues two main objectives whose common aim is to highlight Gadamer’s specific relationship to phenomenology in general and to Husserl’s in particular. Although Gadamer’s fundamentally favorable impression of Husserl is well documented in the secondary literature, the traditional interpretative tendency holds that the phenomenological practice to which Gadamer refers owes much more to Heidegger than to the father of phenomenology. First, in a more exegetical gesture, we will retrace the ins and outs of Gadamer’s interpretation of Husserl’s work to highlight the rigor of his interpretation. This initial incursion will also enable us to reveal Gadamer’s conceptual debt to Husserlian phenomenology, which is fundamental and must not be overlooked in the overall economy of Gadamer’s philosophical project. Consequently, the second objective of our research project will be to illustrate the productivity of this conceptual legacy within Gadamer’s philosophical project, while also emphasizing Gadamer’s critical distance from Husserlian phenomenology. Through his affiliation with hermeneutics, Gadamer emancipates himself from the subjectivist and foundationalist bent that is ascribed to Husserl. As we will argue, however, this enables him to return to a sense of phenomenology more in line with the “things themselves”, and that in no way denies the need for conceptual input from Husserl’s phenomenology. This takes shape, among other things, through the concepts of tradition and the fusion of horizons, but also through the broadening of the framework of the lifeworld (Lebenswelt) to include the dimension of language.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This thesis seeks to evaluate MacIntyre's claim that recourse to the tradition of virtue ethics in the Aristotelian-Thomist sense is the only viable intellectual option, given the alleged demise of the so-called"Enlightenment Project". It raises a twofold question: First, is it coherent to argue that MacIntyre's reappropriation of an ancient moral tradition is possible? Does such a claim duly reckon with the conditions under which meaningful forms are understood? The first claim being defended is that MacIntyre does not sufficiently respect Gadamer's conditions under which understanding occurs. It is also argued that MacIntyre does not provide coherent conditions for rationally choosing between traditions in order to possibly vindicate them. As such, MacIntyre's re-appropriating of the Aristotelian tradition in moral theory is not coherent and convincing. Secondly, does the dichotomy of "Nietzsche versus Aristotle" represent the only viable alternatives for us in our efforts to continue the enterprise of moral theorising? The second claim being defended is that the dichotomy is not a coherent way of moral theorising. The third claim being defended is that Gadamer represents a viable alternative to the ultimatum in that his thought provides the possibility of a more coherent way of moral theorising than MacIntyre's. / AFRIKAANSE OPSOMMING: Hierdie tesis stel ten doel die evaluasie van MacIntyre se standpunt dat die deugde-etiek van die Aristoteliaanse-Thomistiestradisie die enigste blywende opsie is, aangesiendie sogenaamde"Verligtingsprojek" misluk het. Die tesis stel twee kernvrae aan die orde: Eerstens, is dit sinvol om te argumenteer dat MacIntyre se appropriasie van bogenoemde etiese tradisie moontlik is? Verleen so n aanspraak genoegsame waarde aan die kondisies waaronder sindraers verstaan word? Die eerste standpunt wat verdedig word, is dat MacIntyre nie genoeg ag slaan op Gadamer se opvatting oor die kondisies vir verstaan nie. Daar word verder ook geargumenteer dat MacIntyre nie koherente kondisies aandui vir 'n keuse tussen tradisies nie en as sodanig ondermyn dit die koherensie van sy werk. MacIntyre se appropriasie van die Aristoteliaanse tradisie in morele teorie is dus nie koherent of oortuigend nie. Tweedens, is die dichotomie van "Nietzsche of Aristoteles" die enigste moontlike alternatief vir die voortgaande studie van morele teorie? Die tweede aanspraak wat verdedig word, is dat die dichotomie nie 'n koherente wyse van morele argumentasie is nie. Die derde aanspraak wat verdedig word is dat Gadamer 'n werkbare alternatief verskaf vir die dichotomie. Sy denke voorsien 'n meer koherente wyse om met morele teorie om te gaan as die een wat MacIntyre verskaf.

This thesis traces the ‘New Moment’ in Pauline reception in the writings of Alain Badiou, Terry Eagleton and Slavoj Žižek. It explores how the Pauline epistles are read and feature in their thought. An answer to the question, 'why Paul?' prompts reflection on what it is to read and understand the Apostle. An introduction sets out the writers of this ‘New Moment’ [Jacob Taubes, Giorgio Agamben, Stanislas Breton, as well as Badiou, Eagleton and Žižek] before isolating the figures of this study. The reception of this ‘moment’ by mainstream New Testament studies is considered, and with it the charge of ‘appropriation’. The concept of ‘appropriation’ is explored, and a definition arrived at, for the purpose of evaluating the readings we will go on to discover. As part of this notion of ‘appropriation’, the turn to Gadamer in recent New Testament study is surveyed. We suggest another potential hermeneutical approach that derives from Gadamer is possible. Thus, the object of this study is both an instance of, and means by which to critique the understanding of, New Testament Wirkungsgeschichte. Each of our thinkers is then considered in turn. The outline for each chapter is the same. A brief introduction to the figure with bibliographical background salient to his Pauline reading precedes some textual examples indicative of that reading. We then move to analyse the manner of that reading and certain conceptual problems which are revealed in the course of the engagement with Paul. The conclusion analyses the approaches, and reasons for turning, to Paul on the part of these thinkers. Salient differences between each thinker's reading are noted and the charge of appropriation is evaluated afresh. The implications of such readings for conventional biblical criticism are considered, and the success of an approach which explores a Gadamerean-inspired interest in reception in the manner adopted by this thesis is judged.

Ce mémoire s'inscrit dans la méthode de praxéologie pastorale. Il analyse en qua-tre temps la mise en œuvre d'une exposition picturale qui oppose une figure alié-nante (conventionnelle et doucereuse) de Jésus à une vision trash (c'est à dire sub-versive et provocante) qui se veut plus fidèle à l'évangile. Le premier temps (ob-servation), qui présente le premier projet d'exposition ainsi que ses sources d'inspi-ration (personnelle, culturelle et artistique), amène à cerner deux problématique : la question de la vérité et l'orientation subversive (trash) du Jésus des évangiles. Le deuxième temps (interprétation) creuse tout d'abord la question de la vérité avec Hans Georg Gadamer, ce qui pousse à dépasser l'affirmation violente de la vérité du premier projet d'exposition pour le réorienter dans une perspective de questionnement. Par ailleurs, un modèle de dynamique trash permet de fonder la figure subversive et provocante de Jésus dans une relecture des évangiles, d’où un troisième temps (intervention) : l’amendement du premier projet d'exposition. En guise de conclusion, le quatrième temps (prospective) exporte des pointes de ré-flexion au-delà de l'interprétation concrète, à savoir au plan des questions de l'art et du public, du deuil de la vérité, de la dynamique trash et de la foi. / This dissertation is in line with what we call praxéologie pastorale. It analyses, in four cycles, the implementation of an exhibition which opposes an alienating fig-ure of Jesus (smooth and conventional) to a trash vision of him (in other words subversive and provocative), if we are to be faithful to the Bible's inscriptions. The first cycle (observation), which presents the first exhibition project as well as the inspiring sources (personal, cultural and artistic), brings us to surround two prob-lematics: the question of the truthfulness and the subversive orientation (trash) of the Bible's image of Jesus. The second cycle (interpretation) questions the truth with Hans Georg Gadamer, which brings us to surpass the violent affirmation of the truth of the first exposition project to reorient it into that of a questioning per-spective. Furthermore, an example of the trash dynamic allows us to base the sub-versive and provocative figure of Jesus by rereading the Bible; hence the third cycle (intervention): the amendment of the first exhibition project. In conclusion, the fourth cycle (prospective) pushes the reflection beyond the concrete interpreta-tion, namely, in regard to the arts and the public, the grief of the truth, the trash dynamic and the faith.

Made available in DSpace on 2015-04-14T14:23:27Z (GMT). No. of bitstreams: 1 446164.pdf: 948462 bytes, checksum: e5d9458a3f221880fcc25c24d2a2db2a (MD5) Previous issue date: 2013-01-08 / The text Education, ethics and dialogue since Levinas and Gadamer, presented as a doctoral thesis in the Postgraduate Program in Education from PUC-RS, intends to investigate the relations between education and dialogue, in order to achieve the concept of education understood here as inseparable from its ethical condition. Admitting the inexistence of any universal grounding which support education, as well as any predetermined goals that guide educative action, this text takes the theoretical direction in favor of an ethical discursivity as a way to legitimate educational discourse. Furthermore, this theoretical course has a clear option in the conceptions of dialogue brought up by two philosophers: Emmanuel Levinas and Hans-Georg Gadamer. Therefore, in the text there is an elaboration of theoretical bases which enable us to understand the educational phenomenon, assuming the dialogue as the first movement of its occurrence. Once this introduction is made, it should be said that this paper develops around the following question: considering the impossibility of universal groundings for education and the resulting requirement to constructing legitimacy through discursivity, what implications can the dialogue conceptions presented in the philosophical theories of Levinas and Gadamer bring to the understanding of educational phenomenon? In order to answer this question rightly, observing the prior conjectures already mentioned, the text is organized around four important concepts which are articulately investigated together: sensibility, subjectivity, language and education. Each chapter is organized regarding one of these four concepts.Through these chapters is possible to observe a progressive elaboration of the final thesis, which is presented in two articulate stages: firstly as a conceptual dialogue between Levinas and Gadamer, who never had such oncoming in life; from this approach between both authors, derives the idea of dialogue that justifies the concept of education presented in the text. The concept of sensibility provides the title to the chapter that explores it in a direct articulation with the aesthetic experience, reaching one of the richest ideas of this study: openness, term often used by Gadamer and rather close to the Levinasian idea of welcome. The concept of subjectivity is explored in the second chapter, from the limits of modern philosophy of consciousness, to the openness to intersubjectivity as the condition so that it is possible to talk about a conception of subject. After the initial approach about sensibility and the attitude taken towards subjectivity based on intersubjectivity, a condition of originality that the dialogue takes in human relations starts to be justified. The third chapter aims to explain the concept of language, articulating authors referring to the philosophical movement of the linguistic turn up to the proposal of an ethical character of language: the dialogue as inaugural of ethics and, consequently, as first movement in education. The final chapter dedicates to summarize these four concepts in favor of what is formulated in the research question as comprehension of educational phenomenon . Thus, the text culminates presenting a conception of education which arises from the openness to the other revealed in the dialogue, and which has its occurrence marked by the possibility of the subject to constitute itself in the educative relation established.Read in a transversal way, the text enables us to perceive that: a) at the beginning of each chapter the debate context about the concept under discussion is presented, indicating the problems concerning education; b) at the second and third part of each chapter the aforementioned concepts from Levinas and Gadamer works are explored, respectively; c) at the fourth part of each chapter the first stage of the thesis elaboration takes place, which is the construction of a dialogue between the two authors referred; d) and, finally, at the last stage of each chapter, the concepts are applied to the reflection about the educational phenomenon until it culminates in the final thesis of this work. This whole work is presented as a theoretical study about the issue, built from a conceptual philosophic referential which was understood and applied so as to justify a comprehension about education. It is not an elaboration of a pedagogical proposal to be implanted. Instead, this work intends to be a philosophical description of a human phenomenon: the education. As such, the thesis does not point out for actions to be made, but describes and analyzes conceptually which movements can be recognized as educative action. The educational phenomenon can be understood, through this study, as a human event that: a) starts to manifest itself from an encounter between subjects who set up, in openness, into a conversation; and b) creates conditions so that each subject is able to elaborate their life experiences so as to provide a human sophistication from sensibility to rationality / O texto Educa??o, ?tica e di?logo desde Levinas e Gadamer, apresentado como tese doutoral junto ao Programa de P?s-Gradua??o em Educa??o da PUC-RS, prop?e-se a investigar as rela??es entre educa??o e di?logo, a fim de perscrutar uma concep??o de educa??o aqui concebida como insepar?vel de sua condi??o ?tica. Admitindo a inexist?ncia de quaisquer fundamentos universais que sustentem a educa??o, e quaisquer finalidades predeterminadas que orientem a a??o educativa, o texto toma a dire??o te?rica em favor de uma discursividade ?tica como via de legitimidade do discurso educacional. E este percurso te?rico tem uma op??o clara nas concep??es de di?logo trazidas por dois fil?sofos: Emmanuel Levinas e Hans-Georg Gadamer. Portanto, ao longo do texto encontra-se a elabora??o de bases te?ricas que possibilitem a compreens?o do fen?meno educacional, assumindo o di?logo como movimento primeiro de seu acontecimento. Feitas essas considera??es, cabe dizer que o presente trabalho orienta-se em torno da seguinte quest?o: considerando-se a impossibilidade de fundamentos universais para a educa??o e a consequente exig?ncia de constru??o de legitimidade via discursividade, que implica??es as concep??es de di?logo apresentadas nas teorias filos?ficas de Levinas e Gadamer podem trazer para a compreens?o do fen?meno educacional? A fim de responder adequadamente ? quest?o apontada, observando os pressupostos j? referidos, o texto organiza-se em torno de quatro grandes conceitos que s?o explorados articuladamente entre si: sensibilidade, subjetividade, linguagem e educa??o. Em torno de cada um destes quatro conceitos ? organizado um dos cap?tulos da tese.Ao longo destes cap?tulos observa-se uma elabora??o gradual da tese final, que se apresenta em duas etapas articuladas: primeiramente como di?logo conceitual entre Levinas e Gadamer, dois autores que em vida n?o tiveram tal aproxima??o; desta aproxima??o entre os autores, deriva a concep??o de di?logo que justificar? a concep??o de educa??o apresentada ao longo do texto. O conceito de sensibilidade d? t?tulo ao cap?tulo que o explora em articula??o direta com a experi?ncia est?tica e chega at? uma das ideias mais caras a este estudo: a abertura, termo recorrentemente utilizado por Gadamer e bastante pr?ximo da ideia levinasiana de acolhida. O conceito de subjetividade ? explorado no segundo cap?tulo desde os limites da filosofia moderna da consci?ncia, at? a abertura ? intersubjetividade como condi??o para que se possa ainda tratar de uma concep??o de sujeito. Com a abordagem inicial sobre a sensibilidade e o posicionamento dado ? subjetividade a partir da intersubjetividade, come?a-se a justificar uma condi??o de originalidade que o di?logo toma nas rela??es humanas. O terceiro cap?tulo explora o conceito de linguagem, articulando os autores de refer?ncia ao movimento filos?fico do giro lingu?stico at? a proposi??o de um car?ter ?tico da linguagem: o di?logo como inaugural da ?tica e, por conseguinte, como movimento primeiro na educa??o. O cap?tulo final dedica-se a fazer a s?ntese dos conceitos j? abordados em favor do que ? tratado na quest?o de pesquisa como compreens?o do fen?meno educacional. Deste modo, o texto culmina apresentando uma concep??o de educa??o que se origina da abertura a outrem manifesta no di?logo, e que tem seu acontecimento marcado pela possibilidade que d? ao sujeito de formar-se na rela??o educativa estabelecida.Se lido de modo transversal, o texto permitir? perceber que: a) ao in?cio de cada cap?tulo ? apresentado um contexto de debate sobre o conceito em voga, apontando a problem?tica atinente ? educa??o; b) na segunda e terceira partes de cada cap?tulo exploram-se os conceitos mencionados a partir das obras de Levinas e de Gadamer, respectivamente; c) na quarta parte de cada cap?tulo d?-se a primeira etapa de formula??o de tese, que ? a constru??o de di?logo entre os dois autores de refer?ncia; d) e, por fim, na ?ltima etapa de cada cap?tulo, os conceitos s?o aplicados ? reflex?o sobre o fen?meno educacional at? culminar com a tese final do trabalho. Todo o trabalho apresenta-se como um estudo te?rico sobre o tema, constru?do a partir de um referencial conceitual filos?fico que foi interpretado e aplicado de modo a justificar uma compreens?o sobre a educa??o. N?o se trata da elabora??o de uma proposta pedag?gica a ser implantada. Antes disso, o trabalho prop?e-se a ser uma descri??o filos?fica sobre um fen?meno humano: a educa??o. Como tal, a tese n?o aponta a??es a serem praticadas, mas descreve e analisa conceitualmente quais movimentos podem ser reconhecidos como a??o educativa. O que se compreende por fen?meno educacional, a partir deste estudo, ? um acontecimento humano que: a) principia a manifestar-se a partir de um encontro entre sujeitos que se p?e, em abertura, numa conversa??o; e b) promove condi??es para que cada sujeito seja capaz de elaborar as experi?ncias vividas de modo a, assim, proporcionar um refinamento humano desde a sensibilidade at? a racionalidade.

El trabajo de investigación que presentamos a continuación, es un estudio del principio hermenéutico de la Sola Scriptura propiciado en la Reforma Protestante del siglo XVI. La investigación sostiene como hipótesis general que la expresión originaria e implicancias hermenéuticas de dicho principio, constituye el primer debilitamiento más significativo del constructo dogmático religioso y abre las puertas a la posibilidad de la aplicación de un principio racional mínimo y práctico, desprovisto de pretensiones teóricas, que posibilita la lectura del texto revelado, constatando su autenticidad interpretativa en la remisión última al imperativo de la caridad. En aras de la verificación de nuestra hipótesis, dividiremos el trabajo de investigación en tres capítulos: en el primero, abordaremos la naturaleza del principio de la Sola Scriptura, las interpretaciones y aplicaciones en su proceso genético. En el segundo capítulo articularemos este principio hermenéutico con sus antecedentes en el pensamiento de san Agustín, fundamentalmente los conceptos de tradición e intra-textualidad bíblica en la concepción agustiniana. En el último capítulo, trabajaremos el principio de la Sola Scriptura en el contexto de la hermenéutica filosófica, a través de los aportes contemporáneos efectuados por la reflexión de Gadamer y José Severino Croatto. / Tesis

Made available in DSpace on 2015-03-05T17:16:47Z (GMT). No. of bitstreams: 0 Previous issue date: 5 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo trata dos problemas filosóficos conexos à teoria direito contemporânea. Para tanto, apresenta a filosofia no direito, e não do direito, como o locus privilegiado em que se coloca e se pensa a tríplice questão – como se interpreta, como se aplica e como se fundamenta –, inerente a qualquer teoria do direito que pretenda ser contemporânea e/ou pós-metafísica. Analisa, em seguida, a decadência do positivismo jurídico e a premente necessidade de teorização do neoconstitucionalismo. Foca-se, então, na pretensão habermasiana de construir uma teoria discursiva do direito capaz de superar as insuficiências atreladas ao paradigma da filosofia da consciência. Procura, por fim, desenvolver algumas das críticas hermenêuticas à teoria procedimental, com base sobretudo em Gadamer, na tentativa de resgatar as condições de possibilidade para a elaboração de uma teoria jurídica contemporânea, isto é, uma teoria do direito pós-positivista e pós-metafísica

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-12-23T16:30:11Z No. of bitstreams: 1 476891 - Texto Completo.pdf: 1190322 bytes, checksum: 2698e7af12a0431321433a4ef34d8dbc (MD5) / Made available in DSpace on 2015-12-23T16:30:11Z (GMT). No. of bitstreams: 1 476891 - Texto Completo.pdf: 1190322 bytes, checksum: 2698e7af12a0431321433a4ef34d8dbc (MD5) Previous issue date: 2015-12-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / In this thesis we argue that the development of an ethics is present in the whole hermeneutics of Hans-Georg Gadamer. We came to this conclusion following Gadamer?s interpretation of the practical philosophy of Plato and Aristotle. We also achieved this idea through the recognition of the similarity between the proposal of a hermeneutical understanding and moral phenomena considered since the Socratic question about the good. In this sense, the conceptual framework that connects Gadamer?s philosophy and an ethics of dialogue is grounded in both the hermeneutical tradition and in his reinterpretation of the concept of Aristotelic phronesis and the Platonic dialogue. In our view, one of the most important contribution of the ?hermeneutical ethics of dialogue? was to seek a new basis for the discussion on ethical behavior. This is a concept of dialogue that identifies in the project of a human solidarity the possibility for the emergence of actions aimed at taking care of the other seeking the public well-being. Therefore, Gadamer?s hermeneutics reaffirms the importance of philosophy to evaluate the fundamental issues of our practical reality and allowing a rich debate of philosophy and other sciences (medicine, law, education). / Defendemos neste trabalho que a elabora??o de uma ?tica est? presente em toda a hermen?utica de Hans-Georg Gadamer. Chegamos a essa tese por meio da interpreta??o que Gadamer faz da filosofia pr?tica de Plat?o e Arist?teles e do reconhecimento da semelhan?a entre a proposta de uma compreens?o hermen?utica e os fen?menos morais considerados desde a pergunta socr?tica sobre o bem. Nesse sentido, a base conceitual que une a filosofia de Gadamer a uma ?tica do di?logo se encontra tanto na tradi??o hermen?utica como na sua releitura do conceito de phr?nesis aristot?lico e da ideia de di?logo plat?nica. Contudo, uma das maiores contribui??es do que chamamos de ??tica hermen?utica do di?logo? foi buscar uma base nova para a reflex?o dos modos de comportamento ?ticos. Trata-se de uma concep??o de di?logo, que identifica no projeto de uma solidariedade humana a possibilidade do surgimento de discursos e a??es voltados para o cuidado com o outro e, assim, para uma participa??o na vida em comunidade em prol de um bem comum. Desse modo, a hermen?utica de Gadamer termina reafirmando a relev?ncia da reflex?o filos?fica para quest?es fundamentais da nossa realidade pr?tica, o que leva a um debate prof?cuo entre a filosofia e outras ci?ncias (medicina, direito, educa??o).

Submitted by Diego Barros (diegobbarros@ufpa.br) on 2015-03-10T11:43:26Z No. of bitstreams: 2 license_rdf: 22974 bytes, checksum: 99c771d9f0b9c46790009b9874d49253 (MD5) Tese_ParaAlemGarantismo.pdf: 1370874 bytes, checksum: fc998c60cba33b59eded96db2ae87a7c (MD5) / Approved for entry into archive by Ana Rosa Silva (arosa@ufpa.br) on 2015-03-12T15:22:18Z (GMT) No. of bitstreams: 2 license_rdf: 22974 bytes, checksum: 99c771d9f0b9c46790009b9874d49253 (MD5) Tese_ParaAlemGarantismo.pdf: 1370874 bytes, checksum: fc998c60cba33b59eded96db2ae87a7c (MD5) / Made available in DSpace on 2015-03-12T15:22:18Z (GMT). No. of bitstreams: 2 license_rdf: 22974 bytes, checksum: 99c771d9f0b9c46790009b9874d49253 (MD5) Tese_ParaAlemGarantismo.pdf: 1370874 bytes, checksum: fc998c60cba33b59eded96db2ae87a7c (MD5) Previous issue date: 2011 / A presente pesquisa parte do pressuposto de que, no Brasil, não se segue uma teoria consistente da decisão penal. Tem por finalidade desenvolver argumentos para demonstrar que a epistemologia garantista de Luigi Ferrajoli apresenta problemas que a afastam do mundo prático e dificultam a construção de fundamentos para impor limites ao poder do juiz criminal. Embora se preocupe bastante com o relativismo interpretativo, propondo uma técnica de formalização da linguagem para reduzir os espaços de incerteza, a teoria do garantismo ainda admite uma margem insuprimível de discricionariedade (sempre pro reo). A proposta da tese é a superação desse modelo semântico de percepção do Direito por uma compreensão hermenêutica do fenômeno. A partir da hermenêutica filosófica (Hans Georg Gadamer) e da teoria do Direito como integridade (Ronald Dworkin), a pesquisa defende a hipótese de que o Direito não é fruto de descobertas (convencionalismo), tampouco de invenções (pragmatismo). Não está, pois, escrito em algum lugar do passado, também não é aquilo que os juízes pensam que ele é; o Direito é uma prática social interpretativa, é fruto da melhor argumentação moral possível. A partir da articulação de conceitos caros a Gadamer (tais como estrutura prévia da compreensão, fusão de horizontes, tradição, diálogo, experiência, finitude e linguagem) com a análise da integridade em Dworkin, a pesquisa – sem a pretensão de corrigir a epistemologia garantista, mas objetivando superar os entraves que uma teoria semântica do Direito pode causar – apresenta a hermenêutica como uma via privilegiada para o controle da decisão penal. / Assuming that, in Brazil, the theory of criminal justice is not consistent, the present work argues that the epistemology of juridical garantism, held by Luigi Ferrajoli, has limitations that separate it from the practical world, and therefore hinder the development of a theory able to limit the power of the criminal judge. Although the theory of guarantism gives special attention to the interpretive relativism, by proposing a technique of language's formalization to reduce situations of uncertainty, it still admits an insuppressible margin of discretion (always pro reo). The purpose of this thesis is the overcoming of this semantic model of perception of Law by a hermeneutic understanding of the juridical phenomenon. Based on the philosophical hermeneutics (Hans-Georg Gadamer) and the theory of Law as integrity (Ronald Dworkin), this research endorses the hypothesis that the Law is not the result of findings (conventionalism), neither of inventions (pragmatism). In other words, Law is not written somewhere in the past, neither is what the judges think it is. The Law is an interpretive social practice, it is the result of the best possible moral argument. By articulating relevant concepts of Gadamer (such as prior foundations of the understanding, merging of horizons, tradition, dialogue, experience, finitude and language) with the analysis of juridical integrity of Dworkin, this research - without the pretension of correcting Ferrajoli‟s garantism, but to overcome the eventual limitations of a semantic theory of Law - presents the hermeneutics as a privileged path to constrain the criminal decision.