Resumo

QUINTELLA, Siumara da Silveira Melo  e  LASTORIA, Luiz Antonio Calmon Nabuco. Notes on the Concept of Formation “Bildung” in Goethe and Rousseau. Rev. Elet. Educ. [online]. 2018, vol.12, n.3, pp.723-740. ISSN 1982-7199.  https://doi.org/10.14244/198271992786.

The broad Enlightenment movement was characterized by the defense of the emancipatory power of science and reason. Goethe and Rousseau positioned themselves within this movement in different ways in the context of the European eighteenth century. Considering the persistence of resonances of this movement in the contemporary, especially in the educational practices, this article aims to point out the influence of Goethe and Rousseau on the theoretical construct of Bildung. Thus, it was necessary to adopt an approach permeated by history and literature encompassing the autobiographical writings of both, to elucidate some possible approximations between them. So, we take as a basis fragments taken from the following Goethe works: The Years of Learning of Wilhelm Meister (1795), Memories: Poetry and Truth (1811), and the Trip to Italy (1786); works in which the concept of formation is the guiding thread of narratives. As for Rousseau’s writings, we consider as reference some fragments of the educational treatise Emile, or Education (1762), Discourse on Sciences and Arts (1750), the novel Julia or New Heloise (1760) and Confessions (1781). We will evidence the philosophical thinking of Kant’s to Goethe’s, for he spoke with the philosopher Königsberg’s ideas about the formulation of his literary aesthetic, and above all with the notions of practical morality and aesthetic experience, notions under which its formation concept is based. By way of conclusion, we will expose the common telos to the philosophical thoughts of Goethe and Rousseau, due to the specificities of promoting the right of formation to all men, without distinction.

Palavras-chave : Formation; Education; Illuminism.

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