Disciplina e sociabilidade : fundamentos de uma pedagogia moral da infância em Kant

• Ano de defesa: 2017
• Autor(a) principal: Alcântara, Cássia Virginia Moreira de
• Orientador(a): Santos, Edmilson Menezes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: Brasil
• Palavras-chave em Português: Educação; Filosofia; Cosmopolitismo; Crianças (formação); Disciplina da criança; Immanuel Kant; Autonomia; Disciplina; Sociabilidade
• Palavras-chave em Inglês: Autonomy; Cosmopolitanism; Discipline; Sociability
• Palavras-chave em Espanhol: Autonomía; Sociabilidad
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4602

This thesis entitled "Discipline and Sociability: Foundations of Moral Education of Children in Kant" has as its object of study the Critical Philosophy and, in particular, the booklet Kant on Education (Über Pädagogik) compiled by Friedrich Theodor Rink, a disciple of Immanuel Kant, from notes taken in lessons of pedagogy taught by the philosopher in the courses of 1776/77, 1783/84 and 1786/87, at the University of Königsberg. In Kant's lectures we find the most complete picture of what the philosopher thought about pedagogy, and in this text are contained a number of quotations about childhood. The objective of the research was to develop a detailed study of the booklet, performing its comparison with several works of the critical system, in order to identify the foundations that constitute a Moral Pedagogy of Childhood in Kant. It started from the following thesis: There is a childhood pedagogy in Kant and the foundations for morality are based on two pillars: discipline and sociability. Three guiding questions were elaborated and answered during the course: How are disciplines, sociability and autonomy related to each other and to the whole of critical philosophy? How do they become pillars around which morality develops, from childhood? How can a project of cosmopolitan education contribute to this moral formation? The results point to the confirmation of the thesis and indicate that the Kantian pedagogy is backed up in the critical philosophy characterizing itself as a transcendental pedagogy and contemplating the character of a Kantian Philosophy of History.