Fundamentos filosófico-educacionais para uma pedagogia da autonomia: um diálogo entre Rousseau e Kant

Abstract

Philosophical-Educational Foundations for a Pedagogy of Autonomy: a dialogue between Rousseau and Kant This work, entitled Philosophical-Educational Foundations for a Pedagogy of Autonomy: a dialogue between Rousseau and Kant, constitutes the Phd dissertation in Educational Sciences, in the area of specialty Philosophy and History of Education, presented by the author to the University of Minho, and intends to contribute in the theoretical field to the dialogue between Rousseau and Kant. It was outlined in four chapters, preceded by an introduction, and concluded with the conclusions and bibliography. In the introduction we propose to present the objectives of the research, to base the theoretical assumption, to justify the methodology used and the structure of the work, considering the singularity and the relationship between the philosophers that support the research. The first chapter deals specifically with an educational genealogy from the life of Rousseau and Kant, in the perspective of building an epistemic pedagogical script that influenced the way these think a pedagogical project supported by an educational philosophy. The second chapter deals with an educational genealogy, this time from the works, first structuring the bibliographic canon of the authors, formulating later a structure of the genesis of pedagogical thought in a systematic integralization of the writings of Rousseau and Kant. From the educational genealogical architecture, we pass to the third chapter, analyzing from the works the foundations of a pedagogy for autonomy in Rousseau’s thought. The fourth chapter is dedicated to the conjuncture of Kant’s thought, in the foundation of the concept of autonomy and its understanding in the educational dimension in the Kantian pedagogical project under the influence and dialogue with Rousseau’s philosophy. The conclusion follows with the considerations related to each chapter in the prerogative of establishing the dialogue between Rousseau and Kant, responding to the apparently dichotomous points, in the justification of a pedagogy for autonomy. The bibliography is presented in five parts: I. De Jean-Jacques Rousseau; II. Sobre Jean-Jacques Rousseau; III. De Immanuel Kant ; IV Sobre Immanuel Kant ; V Complementary.