Educação e Filosofia em Rousseau na perspectiva teatral
Ano de defesa: | 2023 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
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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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:tede/4611IExJQ0VOw4dBIERFIERJU1RSSUJVScOHw4NPIE7Dg08tRVhDTFVTSVZBCgpDb20gYSBhcHJlc2VudGHDp8OjbyBkZXN0YSBsaWNlbsOnYSxvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvciBjb25jZWRlIMOgIFVuaXZlcnNpZGFkZSBGZWRlcmFsIGRvIE1hcmFuaMOjbyAoVUZNQSkgbyBkaXJlaXRvIG7Do28tZXhjbHVzaXZvIGRlIHJlcHJvZHV6aXIsIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IGRpc3RyaWJ1aXIgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIChpbmNsdWluZG8gbyByZXN1bW8pIHBvciB0b2RvIG8gbXVuZG8gbm8gZm9ybWF0byBpbXByZXNzbyBlIGVsZXRyw7RuaWNvIGUgZW0gcXVhbHF1ZXIgbWVpbywgaW5jbHVpbmRvIG9zIGZvcm1hdG9zIMOhdWRpbyBvdSB2w61kZW8uCgpWb2PDqiBjb25jb3JkYSBxdWUgYSBVRk1BIHBvZGUsIHNlbSBhbHRlcmFyIG8gY29udGXDumRvLCB0cmFuc3BvciBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gcGFyYSBmaW5zIGRlIHByZXNlcnZhw6fDo28uCgpWb2PDqiB0YW1iw6ltIGNvbmNvcmRhIHF1ZSBhIFVGTUEgcG9kZSBtYW50ZXIgbWFpcyBkZSB1bWEgY8OzcGlhIGRlIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gcGFyYSBmaW5zIGRlIHNlZ3VyYW7Dp2EsIGJhY2stdXAgZSBwcmVzZXJ2YcOnw6NvLgoKVm9jw6ogZGVjbGFyYSBxdWUgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIMOpIG9yaWdpbmFsIGUgcXVlIHZvY8OqIHRlbSBvIHBvZGVyIGRlIGNvbmNlZGVyIG9zIGRpcmVpdG9zIGNvbnRpZG9zIG5lc3RhIGxpY2Vuw6dhLiBWb2PDqiB0YW1iw6ltIGRlY2xhcmEgcXVlIG8gZGVww7NzaXRvIGRhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gbsOjbywgcXVlIHNlamEgZGUgc2V1IGNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiBkZWNsYXJhIHF1ZSBvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgw6AgVUZNQSBvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUgaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvIGRhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBvcmEgZGVwb3NpdGFkYS4KCkNBU08gQSBURVNFIE9VIERJU1NFUlRBw4fDg08gT1JBIERFUE9TSVRBREEgVEVOSEEgU0lETyBSRVNVTFRBRE8gREUgVU0gUEFUUk9Dw41OSU8gT1UgQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBVRk1BLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyBUQU1Cw4lNIEFTIERFTUFJUyBPQlJJR0HDh8OVRVMgRVhJR0lEQVMgUE9SIENPTlRSQVRPIE9VIEFDT1JETy4KCkEgVUZNQSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIG91IG8ocykgbm9tZShzKSBkbyhzKSBkZXRlbnRvcihlcykgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIGRhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbywgZSBuw6NvIGZhcsOhIHF1YWxxdWVyIGFsdGVyYcOnw6NvLCBhbMOpbSBkYXF1ZWxhcyBjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgoKRGVjbGFyYSB0YW1iw6ltIHF1ZSB0b2RhcyBhcyBhZmlsaWHDp8O1ZXMgY29ycG9yYXRpdmFzIG91IGluc3RpdHVjaW9uYWlzIGUgdG9kYXMgYXMgZm9udGVzIGRlIGFwb2lvIGZpbmFuY2Vpcm8gYW8gdHJhYmFsaG8gZXN0w6NvIGRldmlkYW1lbnRlIGNpdGFkYXMgb3UgbWVuY2lvbmFkYXMgZSBjZXJ0aWZpY2EgcXVlIG7Do28gaMOhIG5lbmh1bSBpbnRlcmVzc2UgY29tZXJjaWFsIG91IGFzc29jaWF0aXZvIHF1ZSByZXByZXNlbnRlIGNvbmZsaXRvIGRlIGludGVyZXNzZSBlbSBjb25leMOjbyBjb20gbyB0cmFiYWxobyBzdWJtZXRpZG8uCgoKCgoKCgo=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 |
status_str |
publishedVersion |
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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https://tedebc.ufma.br/jspui/handle/tede/tede/4611 |
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por |
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Universidade Federal do Maranhão |
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