A educação das paixões e da vontade no Emílio de Rousseau

• Ano de defesa: 2015
• Autor(a) principal: Biazus, Leonardo
• Orientador(a): Cenci, Angelo Vitório
• Tipo de documento: Dissertação
• 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: Faculdade de Educação – FAED
• País: Brasil
• Palavras-chave em Português: Prática de ensino; Educação; Filosofia
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.upf.br/jspui/handle/tede/1612

This dissertation studies the education of human passions and the will in Rousseau's Emile. The hypothesis that sustains it is that the education of the will depends directly on the good guidance of the passions, in order to develop the moral conscience of the student. Such development involves the proper conduct of both theexisting ambiguity in love itself, with respect to the passions, as the fundamental aspectsthat make up the will, namely, intelligence, judgment and freedom. The method used is the bibliographical, based on the analytical reconstruction of the main concepts of the author and his commentators on the subject. The first chapter presents the pedagogical thinking of Rousseau indicating the place of Emilio inside the author's work, the structure of the book and the dimensions of Rousseau's educational project. The second chapter deals with the nature of human passions by a resumption of the Second Discourse, anthropology of human passions in Emilio and characterization of the main of them, namely love of self, pity and self-esteem. The third and final chapter articulates the education of human passions with the education of the will. It starts with the presentation of the dangers of bad driving passions for following be addressed by the natural education and social education, and so lead the human passions. Finally, it explores the relationship between education passions and education will show that this enables the development of moral consciousness of the student. The conclusion is that in Rousseau's education will is the continuation of the process initiated in the education of passions that the proposed educational project does not take into account the need for education of the passions and the will, the student will not have a developed conscience properly.