Linguagem e educação: um estudo acerca da primeira e segunda infância no Emílio ou Da Educação do filósofo Rousseau

Abstract

The research of theoretical nature, - addresses the genesis and structure of languages in early and second childhood in the work Emílio for the philosopher Jean-Jacques Rousseau. Thus, the objective is to analyze the interdisciplinarity between Language and Education based on the problems raised by the author about childhood. First, it is understood that in this initial moment concepts and themes are exposed that are already evidenced in the problem of the natural man. Thus, the human development process reveals particularities that determine a state of decay in the same way that they design a reflection on the possibility of change. In this way, the Genevan took care to promote the education of nature with a view to training for life. Thus, we will observe that to understand the development of the child's progress, we will first analyze what Rousseau considers as language. For this, we emphasize the Discourse on the origin and the foundations of inequality between men, as well as the Essay on the Origin of Languages as references that will allow us to investigate the various possibilities of dialogue between philosophy, language and education. Among the various possible questions, this research proposal seeks to investigate the development of the child based on a “linguistics”, in which the philosopher places the child with social status and marks the learning of speech as the beginning of the social order. Therefore, we return to book I and II of the Education Treaty, where the author points out the futility of education, in the same way that he turns his ideas back to the experiences and the exercise of freedom as a parameter of a social restructuring. In this sense, education is structured as a formative reality that meets the precepts of a complete formation. For this, Rousseau observes child development in its context and meaning. With the disappearance of childhood in a corrupted society, the reality of childhood was understood as a step towards adulthood when it standardized behavior and homogenized customs. In this way, the Genevan turns to his parents and society to alert them to a formation that prioritized looking at himself. Emilio's books I and II show the possibilities of rethinking childhood education and experience. As well as, they allow to critically analyze the present in its educational, anthropological and moral sense.