O conceito de coração em Jean-Jacques Rousseau: conselhos de prudência para aulas de filosofia no ensino médio

Abstract

The experience in the school teaching philosophy to high school students involves a myriad difficulties. Among these, the large number of classes and the tendency of students to face the school with a defensive posture, which hinders interaction with the educator. The common practice is to respond to this behavior using coercive methods, capable of forcing collaboration, which reduces the pedagogical and didactic effectiveness of teaching. It is in this context that the dissertation O conceito de coração em Jean-Jacques Rousseau: conselhos de prudência para aulas de filosofia no ensino médio (The concept of heart in Jean-Jacques Rousseau: prudent advice on philosophy classes in high school) fits, which discusses how the word “heart” can be taken as a concept in Rousseau’s philosophy, in order to present a conception of teaching philosophy that is not coercive, but cordial, capable of leading the student's heart to work in favor of learning philosophy. It is proposed, throughout the dissertation, to expose the concept of heart, to explain the guidelines for philosophical education, and finally to elaborate prudent advice for philosophy professors. These advices were elaborated from experiences gained through teaching practice, confronted with Rousseau's ideas, in a dialogue based on the philosophy of praxis. The methodology used is Rousseau's bibliographic reading, based on authors who dialogue with the neo-Kantian heritage, in order to infer the concept of heart and Rousseau's categories. Next, the dialectical confrontation between Rousseau's points of view and the teaching praxis in the school teaching of philosophy was sought, through the (auto)biographical method, and the cycle of discursive textual analysis (DTA). The application of the (auto)biographical method was based on an article published in the year 2020, about our own training and the teaching experience between the years 2016 and 2020. Thus, the content of this dissertation aims to dialectically overcome the point of view by us presented in that article, thus carrying out a critical deepening in the educational praxis itself. The dissertation product is a metatext containing reflections on the pertinence of Rousseau's ideas for the teaching of philosophy and, at the end of it, Advice of prudence for philosophy classes in high school, related to six Rousseau-inspired Guidelines for the philosophical education of the heart, which are: 1) That the student be studied, seeking to know what he is able to learn: for this, prudence asks that we see the classroom as a moral community, and that we do not treat students only as isolated individuals; 2) Considering society and the time: for this it is prudent to continue one's training, given the growing complexity of this context; 3) That experiences be prioritized: but for that, it is prudent to set the time and the occasion and not act arbitrarily; 4) That the educator strengthens the bonds with the student, signaling recognition: but it is prudent that the teacher proves to be competent and organized, so as not to lose, himself, the recognition of the student; 5) That taste be promoted in the service of morality: for this it is prudent that the contents are presented without coercion, with cordiality, so that hearts do not close; 6) That the taste and recognition of usefulness be evaluated, through the excellence of student production, while avoiding spoiling the student: however, in the school context it will be prudent, first, for the educator to evaluate himself and his performance, then the interference of the context , and only then consider the excellence of the student's school production. Based on these prudential advice formulated in dialogue with the Rousseau-inspired Guidelines and the autobiographical material, we hope to contribute to a more cordial and less coercive form of teaching.