Do declínio da cultura à educação negativa em rousseau:do Primeiro Discurso ao Emílio.

• Autor(a) principal: SILVA, Cláudia da
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/3633
• topic: Rousseau;; Iluminismo;; Progresso da Razão;; Educação Natural; Rousseau;; Enlightenment;; Progress of Reason;; Natural Education; Epistemologia

The thinker Jean-Jacques Rousseau, loved and oused by many of his contemporaries, an illustrious man of pointed letters, defender and critic of the society of the Century of lights, saw in the excessive use of reason the decay of customs and morals. Critic of the exaggerated confidence placed in the progress of reason as he exposes in the Discourse on the sciences and arts of 1749 in response to the questioning launched by the Academy of Dijon, on the improvement or corruption of customs before the restoration of the sciences and the arts, responds to the theme by the negative way, exalting morals as virtue and social value, leaving reason in the background , which earned him criticism and a place in the face of illustration. Rousseau also observes the education of his time, and sees that children did not live their childhood as they should and were often seen as miniature adults. Criticizing this issue, it presents the natural education exposed in the work Emilio or education of 1762, as an educational model where its application awakens the sensitivity of the child, strengthening natural precepts and the experience in society, since Rousseaunian education is based on care and freedom as a presupposition for its autonomy. These cultural and social elements according to Rousseau's thought, act in education as a guide in the set of knowledge forming man in himself. These questions are based on our central objective, which is to approach Rousseau's cultural, political- philosophical theory about human degradation, the overvaluation of reason and natural education, where the child Emilio, should be treated as a child, as a child and who will not have intervention of scientific books until the age of understanding of reason.