A arte como pressupostos da formação do Ethos segundo os fundamentos Rousseaunianos

• Ano de defesa: 2016
• Autor(a) principal: Ferreira, Cleudio Marques
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Educação; Ethos; Amor-próprio; Imaginação; Poíesis; Formação; Amor de si; Formation; Love itself; Self-esteem; Imagination; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/18912; https://doi.org/10.14393/ufu.te.2016.138

The objective of the present work, make a dialectical study of the thought of Rousseau to discuss the concepts of poíesis and ethos, the following works: First and Second Discurso (1949; 1755), Carta a D'Lembert (1993) Narciso ou O amante de si mesmo (1733), Emílio, ou Da Educação (1762), Júlia ou a Nova Heloísa (1761). Therefore, reading became necessary these works to ratify the possibility of knowledge the art and ethos. It was concluded that they are part of human learning, in conducting their modeling of things and because of this, they also remodel to subsequently configure the love relationship of self and self-esteem, responsible for a imagination that springs in their senses to educate the passions, leading the man to (re) learn about the experiences of suffering and joy on the other, in their practical life. Theoretically, Rousseau offers in his works interviewing of poíesis and ethos contributions for the student to realize justice and goodness arise from inside the man when he makes his complementary with each other and form the mosaic of culture, justice and the beautiful to spark an interrelationship expressing a new ethos of the Enlightenment period.