Educação do Emílio em Jean-Jacques Rousseau: investigação sobre uma pedagogia para a docência de filosofia no Ensino Médio

• Ano de defesa: 2019
• Autor(a) principal: CORVÊLO, Edilene Pereira Boaes
• Orientador(a): FAÇANHA, Luciano da Silva
• Banca de defesa: FAÇANHA, Luciano da Silva , CARVALHO, Zilmara de Jesus Viana de , FREITAS, Flávio Luiz Castro de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM REDE - MESTRADO PROFISSIONAL EM FILOSOFIA/CCH
• Departamento: DEPARTAMENTO DE FILOSOFIA/CCH
• País: Brasil
• Palavras-chave em Português: Ensino de Filosofia; Educador; Rousseau; Educação negativa; Teaching Philosophy; Educator; Negative education
• Área do conhecimento CNPq: Educação; Filosofia
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/3095

The aim of this work is to analyze the link between philosophical thinking and teaching in two ways: the scope of philosophical-political reflection with the educational purpose of man (Rousseauian idea), and the philosophical formation desired. Faced with these presuppositions, there is the visibility of a Philosophy whose practice is pedagogy to form the citizen. An allusion to the thought of Rousseau in his Emilio or Education, to form the young for the exercise of a way of thinking that is autonomous and free in its possibilities. From the theoretical perspective of the Geneva philosopher, to analyze and describe his conception of education as a process and reference in the question of education, if one is educated for life or not, in Rousseau's perspective of negative education. The Genevan philosopher believed that the educator / preceptor should let the child depart from his own nature, from a well-governed freedom. The research was carried out with the professors (sample group) of the Higher Education Philosophy of Alcântara-MA, in the schools of the State Network and in the IFMA / Campus-Alcântara-MA, having as methodology, descriptive-quantitative, from field research, being based on interviews structured and questionnaires developed in the search to identify if the Rousseauian theory has a significant resonance in the way of teaching of the educator and reinforces the autonomy of the student.