<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992018000300723</article-id>
<article-id pub-id-type="doi">10.14244/198271992786</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Notas sobre o Conceito de Formação &#8220;Bildung&#8221; em Goethe e Rousseau]]></article-title>
<article-title xml:lang="en"><![CDATA[Notes on the Concept of Formation &#8220;Bildung&#8221; in Goethe and Rousseau]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintella]]></surname>
<given-names><![CDATA[Siumara da Silveira Melo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lastória]]></surname>
<given-names><![CDATA[Luiz Antonio Calmon Nabuco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>12</volume>
<numero>3</numero>
<fpage>723</fpage>
<lpage>740</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992018000300723&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992018000300723&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992018000300723&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O amplo movimento iluminista caracterizou-se pela defesa do poder emancipador da ci&#234;ncia e raz&#227;o. Goethe e Rousseau posicionaram-se no interior desse movimento de modos diferentes no contexto do s&#233;culo XVIII europeu. Tendo em vista a persist&#234;ncia das resson&#226;ncias deste movimento no contempor&#226;neo, sobretudo no &#226;mbito das pr&#225;ticas educacionais, este artigo objetiva apontar a influ&#234;ncia de Goethe e Rousseau no construto te&#243;rico da Bildung. Assim, fez-se necess&#225;ria a ado&#231;&#227;o de uma abordagem permeada pela hist&#243;ria e literatura abarcando os escritos autobiogr&#225;ficos de ambos, para elucidarmos algumas aproxima&#231;&#245;es poss&#237;veis entre esses pensadores. Nessa dire&#231;&#227;o, tomamos por base fragmentos retirados das seguintes obras de Goethe: Os Anos de Aprendizado de Wilhelm Meister (1795), Mem&#243;rias: Poesia e Verdade (1811), e a Viagem &#224; It&#225;lia (1786); obras nas quais o conceito de forma&#231;&#227;o &#233; o fio condutor das narrativas. Quanto aos escritos de Rousseau, consideramos como refer&#234;ncia alguns fragmentos do tratado educativo Em&#237;lio, ou da Educa&#231;&#227;o (1762), do Discurso sobre as Ci&#234;ncias e as Artes (1750), do romance Julia ou Nova Heloisa (1760) e das Confiss&#245;es (1781). Nesse itiner&#225;rio, evidenciamos o pensamento filos&#243;fico de Kant para Goethe, pois este dialogou com as ideias do fil&#243;sofo de K&#246;nigsberg quanto &#224; formula&#231;&#227;o de sua est&#233;tica liter&#225;ria, e, sobretudo, com as no&#231;&#245;es de moralidade pr&#225;tica e experi&#234;ncia est&#233;tica, no&#231;&#245;es sob as quais se fundamenta seu conceito de forma&#231;&#227;o. Aguisa da conclus&#227;o, exporemos o telos comum aos pensamentos filos&#243;ficos de Goethe e Rousseau considerado devidas especificidades: o de promover o direito &#224; forma&#231;&#227;o a todos os homens indistintamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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&#8217;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&#8217;s to Goethe&#8217;s, for he spoke with the philosopher K&#246;nigsberg&#8217;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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Iluminismo]]></kwd>
<kwd lng="en"><![CDATA[Formation]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Illuminism]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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