Griot : Revista de Filosofia

26-45

Authors: Cláudia Maria Fidalgo da Silva

The main goal of the paper is to think education as a timeless value. We will present a double sense that this timeless can assume: Education is an essential value, either in the course of history or in the course of our life. Considering the first proposed sense (1), we will highlight its timelessness, namely in philosophical field. Thus, we will stand out the following works: (1.1) The Republic, by Plato; (1.2) The Master, by St. Augustine; (1.3) Emile, by Rousseau, and (1.4) Pedagogy, by Kant. Relative to the second sense, about the timeless of education in the course of life (2), will be stand out the four main pillars of this same education, as they are presented in the relevant Report to UNESCO of the International Commission on Education for the Twenty-first Century: (2.1) learning to know; (2.2) learning to do; (2.3) learning to live together; (2.4) learning to be. Finally, we will try to emphasize an essential common purpose for the proposed two senses: learning to be.

55-65

Authors: Philippe Curimbaba Freitas

This article aims to sustain that Adorno’s diagnostic of the desertion of qualitative temporal experience in Schoenberg’s expressionism can be unfolded through the mobilization of two concepts of musicology: thematic work and tonal harmony. Both concepts are associated to compositive procedures due to which music previous to expressionism attained a temporal continuity that obeyed a necessity, namely, that was not contingent or fortuitous. Therefore, the dissolution of temporal continuity in Schoenberg’s expressionist work is a result of the refusal of these procedures.

99-115

Authors: Antonio Marcos Chagas; Antonio Glauton Varela Rocha

The following article aims to present an educative perspective about Paulo Freire’s thought, from the relation with Emmanuel Mounier’s personalism. The bright spot within such relation is the view of making an education guided towards the autonomy and opening of the community, not just a mere technical education, but that in the same way will be able the human being for the doing and the being. This kind of education, according to Paulo Freire, cannot forget the importance of the pupil’s Protagonism in the educative process must be based in the dialog and always open to reflect the concrete life which manifests in the environment where the process of education is developing.

159-180

Authors: Renato dos Santos Belo1

In The transcendence of the Ego, Sartre’s first philosophical essay, the presence of the Ego in the consciousness is refused. Appropriating Husserl’s phenomenology, Sartre criticizes the philosophical and psychological positions that turned the Ego into an inhabitant of the consciousness. This article proposes to examine Sartre’s thesis and delineate the reach of its considerations for psychology and philosophy. This is an important event in Sartre’s trajectory because we can identify the primary concerns of the philosopher, as well as understand the scope of phenomenology in later works.

191-209

Authors: Rodrigo Mota

My intention with this article is to draw a general line on the idea of noûs in Aristotle, its adoption and development by Saint Thomas Aquinas, taking the shape which arrived at us, as intellect or intelligence, “way of knowing” that captures the universal. I present firstly the “ways of knowing” thought by Aristotle in his main works, reaching on the idea of noûs, as the proper way of the philosophical knowledge at its search for the being of things. Following that I describe the retaking of this concept by Saint Thomas Aquinas, as intellect, and its development during the controversy against the averroists. My intention is, besides demonstrating the thought of those philosophers on this subject, show it as an extremely relevant subject for the philosophical thought still.

253-264

Authors: Thiago Ribeiro de M. Leite

This article aims to show a reading of Kierkegaard on Socrates. To the Danish philosopher, irony is a deeper element of Socrates, that not only connects with his method, but also with his own philosophy: that is the negative as a philosophical point of view. Thus, the reading of Kierkegaard, shows us all Socratic philosophy as nothing but irony. The author seeks to explicit under what atmosphere, according to which fundamental pathology, walked the Greek philosopher, to understand their attitude and thinking. Irony is a form of negativity, as the questioning method exhausts the contents toward the abstract, conceptually empty. And the Apology, written by Plato, will be the most appropriate text for such research.