Retórica, práxis e educação cívica na filosofia de Isócrates

• Ano de defesa: 2024
• Autor(a) principal: Macedo, Márcio de
• Orientador(a): Cenci, Angelo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Instituto de Humanidades, Ciências, Educação e Criatividade - IHCEC
• País: Brasil
• Palavras-chave em Português: Educação moral; Retórica; Educação - Filosofia
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.upf.br:8080/jspui/handle/tede/2770

The present research aims to study Isocrates' paideia, diffused in his more than thirty writings, in order to observe the way in which this ancient Greek master prospered an educational program responsible for educating important intellectual and political personalities of his time. We deal with the problem that Isocrates' "philosophy" encompasses the use of rhetoric as an instrument for the civic education and political qualification of his disciples. It also involves the question of human conduct resulting from the instruction offered through the cultivation of rhetorical art. We start from the perception that, in Isocrates, it is possible to highlight the attempt to repair this art, using it in the preparation of human praxis capable of noble actions and appropriate to the edification of a good man, and, on occasion, of good civic life. To advance the proposed study, we used the hypothetical deductive method, based on the premise that, in Isocrates, rhetoric - as an eloquent use of words - is an important instrument of human formation for public life. The reading of Isocrates' works is supported by a hermeneutic stance, through careful observation and coherent interpretation, which will guide our reflections on the ideas contained in his classic texts. Starting from this set of elements, we defend the position that it is not only possible, - but necessary, - to employ rhetorical elements as a resource designed to form ethical, just and pious citizens, capable of a good political life. We therefore consider that the exercise of philosophical rhetoric, endowed with ethical appeal and common interest, is capable of instructing and encouraging citizens in building better cities in the same way as Isocrates did while promoting this civic education project in his school.