A formação de professores à luz do Emílio ou da educação de Jean-Jacques Rousseau

Abstract

The present study, inscribed in the research line of Culture, School and Formation of the Postgraduate Program in Education - PPGE, State University of Goiás, University Unit of Inhumas, seeks to apprehend the meaning of teacher formation by putting it in question, based on the philosophical foundations established in the work Emile or Education by Jean-Jacques Rousseau (1712-1778). This study of Theoretical nature proposes to think about the concepts and the political-philosophical conceptions posed to teacher formation at the present time, from a deep philosophical dialogue with Rousseau and the way he conceives the teacher in his relationship with the student. This investigation will take into account the studies of different authors who proposed to think about education and human formation in contemporary times such as: Dalbosco (2011), Dozol (2003), Rémond (1976), Dourado (2005), Saviani (2009), Coêlho (1982; 2009; 2013), Chauí (1980; 1982; 2008; 2016), Rios (2002), performing through their theories, a critical exercise of reflection about formation, having as a theoretical and philosophical basis Rousseau's thought on teacher formation. Thus, it is stated that from the perspective of Rousseau’s thought, education represents the means for the human condition of autonomy.