Educação e Filosofia em Rousseau na perspectiva teatral

Detalhes bibliográficos
Ano de defesa: 2023
Autor(a) principal: PEREIRA, Elayne de Araujo lattes
Orientador(a): FAÇANHA, Luciano da Silva lattes
Banca de defesa: FAÇANHA, Luciano da Silva lattes, PIRES, Helderson Mariani lattes, FREITAS, Flávio Luiz de Castro lattes
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal do Maranhão
Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM CULTURA E SOCIEDADE/CCH
Departamento: DEPARTAMENTO DE FILOSOFIA/CCH
País: Brasil
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/tede/4611
Resumo: The purpose of this work is to articulate an interdisciplinary relationship between Education, Theater and Philosophy from the thought of Jean-Jacques Rousseau, specifically based on the worksDiscourse on the Sciences and the Arts, Emílio or On Education, It isLetter d'Alembert on the spectacles, the latter written as a response to the publication of the entryGeneva,no volume VII yesEncyclopedia. Rousseau, contrary to the quarrel between the philosophes who defended the pedagogical project of the theater, the refinement of virtues and customs, uses the study of the human condition to show how much the spectacles of progress lead to the corruption of men in society. In this way, the philosopher exposes that the theater does not have the power to instruct, as the illuminist d'Alembert illustrated in his entry, when he outlined that the laws on comedy companies in Geneva should be revoked for the education of young people and citizens, like the Greeks of Athens. Thus, at first, the education of men about the arts is investigated, based on morals and politics since the Greeks, as well as the position of the philosopher Plato when he expelled the poets from the city in his Republic. This behavior is very similar to Rousseau's position in modernity with the "progress" of man in society. After that, it identifies the criticism regarding the installation project of the shows in the improvement of taste and customs, considering the quarrel of the philosophers of illustration: Voltaire, Diderot and d'Alembert to Rousseau's denial about theatrical poetics in the Republic of Geneva. Then, the objective is to understand Emílio's natural education in face of the proposal of the party as a way for the civility of modern men. Finally, the understanding of Rousseau's designs in relation to theater and education generated since the ancients is concluded. These designs aimed at updating the Greek Paidéia in modernity through parties, so that men would not be corrupted by the depravity of society through a civic spectacle, in which there is the extermination of representation. At the party, everyone is equal, without the need for mediations, deserving the same amount of light.
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spelling FAÇANHA, Luciano da Silvahttp://lattes.cnpq.br/7318884096236926 FAÇANHA, Luciano da Silvahttp://lattes.cnpq.br/7318884096236926 PIRES, Helderson Marianihttp://lattes.cnpq.br/9095835510811089FREITAS, Flávio Luiz de Castrohttp://lattes.cnpq.br/2128304906555701http://lattes.cnpq.br/8066856802417094PEREIRA, Elayne de Araujo2023-03-28T15:20:40Z2023-01-31PEREIRA, Elayne de Araujo. Educação e Filosofia em Rousseau na perspectiva teatral. 2023. 100 f. Dissertação( Programa de Pós-graduação em Cultura e Sociedade/CCH) - Universidade Federal do Maranhão, São Luís, 2023.https://tedebc.ufma.br/jspui/handle/tede/tede/4611The purpose of this work is to articulate an interdisciplinary relationship between Education, Theater and Philosophy from the thought of Jean-Jacques Rousseau, specifically based on the worksDiscourse on the Sciences and the Arts, Emílio or On Education, It isLetter d'Alembert on the spectacles, the latter written as a response to the publication of the entryGeneva,no volume VII yesEncyclopedia. Rousseau, contrary to the quarrel between the philosophes who defended the pedagogical project of the theater, the refinement of virtues and customs, uses the study of the human condition to show how much the spectacles of progress lead to the corruption of men in society. In this way, the philosopher exposes that the theater does not have the power to instruct, as the illuminist d'Alembert illustrated in his entry, when he outlined that the laws on comedy companies in Geneva should be revoked for the education of young people and citizens, like the Greeks of Athens. Thus, at first, the education of men about the arts is investigated, based on morals and politics since the Greeks, as well as the position of the philosopher Plato when he expelled the poets from the city in his Republic. This behavior is very similar to Rousseau's position in modernity with the "progress" of man in society. After that, it identifies the criticism regarding the installation project of the shows in the improvement of taste and customs, considering the quarrel of the philosophers of illustration: Voltaire, Diderot and d'Alembert to Rousseau's denial about theatrical poetics in the Republic of Geneva. Then, the objective is to understand Emílio's natural education in face of the proposal of the party as a way for the civility of modern men. Finally, the understanding of Rousseau's designs in relation to theater and education generated since the ancients is concluded. These designs aimed at updating the Greek Paidéia in modernity through parties, so that men would not be corrupted by the depravity of society through a civic spectacle, in which there is the extermination of representation. At the party, everyone is equal, without the need for mediations, deserving the same amount of light.O propósito do presente trabalho consiste em articular uma relação interdisciplinar entre Educação, Teatro e Filosofia a partir do pensamento de Jean-Jacques Rousseau, especificamente com base nas obras Discurso sobre as ciências e as artes, Emílio ou Da Educação, e Carta d’Alembert sobre os espetáculos, esta última escrita como resposta à publicação do verbete Genebra, no volume VII da Enciclopédia. Rousseau, contrário à querela entre os philosophes que defendiam o projeto pedagógico do teatro, o refinamento das virtudes e dos costumes, utiliza-se do estudo sobre a condição humana para mostrar o quanto os espetáculos do progresso conduzem a corrupção dos homens em sociedade. Dessa forma, o filósofo expõe que o teatro não possui o poder de instruir como o iluminista d’Alembert ilustrou em seu verbete, ao esboçar que as leis sobre as companhias de comédias em Genebra deveriam ser revogadas para a formação dos jovens e dos cidadãos, como os gregos de Atenas. Assim, em um primeiro momento, investiga-se a educação dos homens sobre as artes, tomando como base a moral e a política desde os gregos, bem como a postura do filósofo Platão ao expulsar os poetas da cidade em sua República. Esse comportamento muito se assemelha à postura de Rousseau na modernidade com o “progresso” do homem em sociedade. Depois disso, identifica-se a crítica a respeito do projeto de instalação dos espetáculos no aperfeiçoamento do gosto e dos costumes, considerando a querela dos filósofos da ilustração: Voltaire, Diderot e d’Alembert à negativa de Rousseau sobre a poética teatral na República de Genebra. Em seguida, objetiva-se compreender a educação natural de Emílio diante da proposta da festa como caminho para a civilidade dos homens modernos. Por fim, conclui-se o entendimento sobre os desígnios de Rousseau em relação ao teatro e à educação gerada desde os antigos. Esses desígnios visavam a uma atualização da Paidéia grega na modernidade por meio das festas, de modo que os homens não se corrompessem com a depravação da sociedade através de um espetáculo cívico, em que há o extermínio da representação. Na festa, todos são iguais, sem a necessidade de mediações, merecendo a mesma quantidade de luz.Submitted by Maria Aparecida (cidazen@gmail.com) on 2023-03-28T15:20:40Z No. of bitstreams: 1 Elayne_de_Araujo_Pereiravec.pdf: 55932719 bytes, checksum: 7e42161fa13a343f2ec1f428871c16c9 (MD5)Made available in DSpace on 2023-03-28T15:20:40Z (GMT). No. of bitstreams: 1 Elayne_de_Araujo_Pereiravec.pdf: 55932719 bytes, checksum: 7e42161fa13a343f2ec1f428871c16c9 (MD5) Previous issue date: 2023-01-31CAPESapplication/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM CULTURA E SOCIEDADE/CCHUFMABrasilDEPARTAMENTO DE FILOSOFIA/CCHRousseau;Teatro;Educação;FilosofiaRousseau;Theater;Education;PhilosophyInterpretação TeatralEducação e Filosofia em Rousseau na perspectiva teatralEducation and Philosophy in Rousseau in the theatrical perspectiveinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALElayne_de_Araujo_Pereiravec.pdfElayne_de_Araujo_Pereiravec.pdfapplication/pdf55932719http://tedebc.ufma.br:8080/bitstream/tede/4611/2/Elayne_de_Araujo_Pereiravec.pdf7e42161fa13a343f2ec1f428871c16c9MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/4611/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/46112023-03-28 12:20:40.422oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312023-03-28T15:20:40Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false
dc.title.por.fl_str_mv Educação e Filosofia em Rousseau na perspectiva teatral
dc.title.alternative.eng.fl_str_mv Education and Philosophy in Rousseau in the theatrical perspective
title Educação e Filosofia em Rousseau na perspectiva teatral
spellingShingle Educação e Filosofia em Rousseau na perspectiva teatral
PEREIRA, Elayne de Araujo
Rousseau;
Teatro;
Educação;
Filosofia
Rousseau;
Theater;
Education;
Philosophy
Interpretação Teatral
title_short Educação e Filosofia em Rousseau na perspectiva teatral
title_full Educação e Filosofia em Rousseau na perspectiva teatral
title_fullStr Educação e Filosofia em Rousseau na perspectiva teatral
title_full_unstemmed Educação e Filosofia em Rousseau na perspectiva teatral
title_sort Educação e Filosofia em Rousseau na perspectiva teatral
author PEREIRA, Elayne de Araujo
author_facet PEREIRA, Elayne de Araujo
author_role author
dc.contributor.advisor1.fl_str_mv FAÇANHA, Luciano da Silva
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/7318884096236926 
dc.contributor.referee1.fl_str_mv FAÇANHA, Luciano da Silva
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/7318884096236926 
dc.contributor.referee2.fl_str_mv PIRES, Helderson Mariani
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/9095835510811089
dc.contributor.referee3.fl_str_mv FREITAS, Flávio Luiz de Castro
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/2128304906555701
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/8066856802417094
dc.contributor.author.fl_str_mv PEREIRA, Elayne de Araujo
contributor_str_mv FAÇANHA, Luciano da Silva
FAÇANHA, Luciano da Silva
PIRES, Helderson Mariani
FREITAS, Flávio Luiz de Castro
dc.subject.por.fl_str_mv Rousseau;
Teatro;
Educação;
Filosofia
Rousseau;
topic Rousseau;
Teatro;
Educação;
Filosofia
Rousseau;
Theater;
Education;
Philosophy
Interpretação Teatral
dc.subject.eng.fl_str_mv Theater;
Education;
Philosophy
dc.subject.cnpq.fl_str_mv Interpretação Teatral
description The purpose of this work is to articulate an interdisciplinary relationship between Education, Theater and Philosophy from the thought of Jean-Jacques Rousseau, specifically based on the worksDiscourse on the Sciences and the Arts, Emílio or On Education, It isLetter d'Alembert on the spectacles, the latter written as a response to the publication of the entryGeneva,no volume VII yesEncyclopedia. Rousseau, contrary to the quarrel between the philosophes who defended the pedagogical project of the theater, the refinement of virtues and customs, uses the study of the human condition to show how much the spectacles of progress lead to the corruption of men in society. In this way, the philosopher exposes that the theater does not have the power to instruct, as the illuminist d'Alembert illustrated in his entry, when he outlined that the laws on comedy companies in Geneva should be revoked for the education of young people and citizens, like the Greeks of Athens. Thus, at first, the education of men about the arts is investigated, based on morals and politics since the Greeks, as well as the position of the philosopher Plato when he expelled the poets from the city in his Republic. This behavior is very similar to Rousseau's position in modernity with the "progress" of man in society. After that, it identifies the criticism regarding the installation project of the shows in the improvement of taste and customs, considering the quarrel of the philosophers of illustration: Voltaire, Diderot and d'Alembert to Rousseau's denial about theatrical poetics in the Republic of Geneva. Then, the objective is to understand Emílio's natural education in face of the proposal of the party as a way for the civility of modern men. Finally, the understanding of Rousseau's designs in relation to theater and education generated since the ancients is concluded. These designs aimed at updating the Greek Paidéia in modernity through parties, so that men would not be corrupted by the depravity of society through a civic spectacle, in which there is the extermination of representation. At the party, everyone is equal, without the need for mediations, deserving the same amount of light.
publishDate 2023
dc.date.accessioned.fl_str_mv 2023-03-28T15:20:40Z
dc.date.issued.fl_str_mv 2023-01-31
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
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dc.identifier.citation.fl_str_mv PEREIRA, Elayne de Araujo. Educação e Filosofia em Rousseau na perspectiva teatral. 2023. 100 f. Dissertação( Programa de Pós-graduação em Cultura e Sociedade/CCH) - Universidade Federal do Maranhão, São Luís, 2023.
dc.identifier.uri.fl_str_mv https://tedebc.ufma.br/jspui/handle/tede/tede/4611
identifier_str_mv PEREIRA, Elayne de Araujo. Educação e Filosofia em Rousseau na perspectiva teatral. 2023. 100 f. Dissertação( Programa de Pós-graduação em Cultura e Sociedade/CCH) - Universidade Federal do Maranhão, São Luís, 2023.
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dc.publisher.department.fl_str_mv DEPARTAMENTO DE FILOSOFIA/CCH
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