Sensibilidade e educa????o segundo o Em??lio, de Rousseau

• Ano de defesa: 2018
• Autor(a) principal: Marcondes, Mois??s
• Orientador(a): Severino, Antonio Joaquim
• Banca de defesa: Severino, Antonio Joaquim, Lorieri, Marcos Ant??nio, Francisco, Maria de F??tima Sim??es, Almeida, Cleide Rita Silv??rio de, Boto, Carlota
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de P??s-Gradua????o em Educa????o
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: filosofia; est??tica; Em??lio; educa????o; sensibilidade
• Palavras-chave em Inglês: philosophy; aesthetics; Emilio; education; sensitivity
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2007

The present dissertation aims at demonstrating the relationship between sensitivity and education, through a qualitative and philosophical research from Em??lio, by Jean Jacques Rousseau, in which the author defines the sensitive world from childhood as an experiential means to know the legitimate needs, differentiating them from superfluous ones, allows us to problematize this sensitive dimension in our thinking and what is its role in education. The hypothesis refers to the existence of sensitive / aesthetic elements that permeate all his work and, therefore, the importance of his research and relevance to education in terms of knowledge and apprehension of concepts based on the sensitivity of the child. The general objective is to make explicit those aesthetic elements that, according to the work of the Genevan author, work in education - being guides, in the set of knowledges that aim to demonstrate from the education of the Emilio prototype, from childhood fundamentals up to twelve years - specifically that sensitivity is not apart from the education of the child, but should be a guide to rescue natural precepts to live in society. It is therefore considered the author's thought along with his philosophical / anthropological elaboration as a theoretical reference for this formulation. It is hoped as a result of the work, to collaborate with theoretical subsidies for the understanding of the role of aesthetics in childhood education.