Resumen

BOTO, Carlota. A invenção do Emílio como conjectura: opção metodológica da escrita de Rousseau. Educ. Pesqui. [online]. 2010, vol.36, n.01, pp.207-225. ISSN 1517-9702.

This paper aims to reflect on the pedagogical thought of Jean-Jacques Rousseau. In order to do this, our analysis focus the reading of Emile: or On Education, first published in 1762. We approach the text through analyses of some commentators, developing a bibliographical revision on this work. Our claim is that Emile is not only a work on Education.Rousseau highlights his concern about the search for a definitive characterization of the child’s “being”. This way, the philosopher aimed to look for, in childhood as a whole, traces of man in a state of nature. Doing this, he sets a periodization of life and learning. Denouncing the negligence on children of his time, Rousseau, a critic of the educational model then followed by religious schools, describes the condition of being a child as he creates an imaginary boy who should be educated according to nature’s criteria. The education of the boy Emile may be understood as a lampoon on the severe treatment of real children - be it in the family bosom or at school. According to the philosopher, no one was able to “see” the child. So, proposing pedagogical prescriptions is not a purpose of Emile, since Rousseau creates a boy set aside of society. His aim was another one: the philosopher intended to identify in the child his own essence. The figure of Emilewas, hence, a method for operating his thought.

Palabras clave : Education; Rousseau; Philosophy of Education; Iluminism.

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