Educação sensível e complexa: caminhos a partir de Rousseau e Morin

Abstract

Based on bibliographical research, the main objectives of this article aim to relate the educational concepts of Jean-Jacques Rousseau and Edgar Morin in the search for approximations and distances. Through the work Emile, or On Education, the Enlightenment Philosopher and Educator Rousseau inaugurates what, since modernity, has come to be called childhood. Since within society, children were considered as miniature adults, and therefore, neglected in the specificities of the first years of life, the focus made by the Genevan in relation to the need to exercise the sensitive, having nature as the first and sublime trainer, were contributions that reverberated in the change in the child's social locus. Therefore, Rousseau's naturalistic perspective contributes to the elaboration of an educational path that places the student, Emile, at the center of the pedagogical action. Therefore, the mediator has great relevance in the teaching- leaming movement, since being present in the phenomenon of learning, he will deal with guiding his student, starting from the unknown towards knowledge. Far beyond a mere possibility, the act of thinking complexly is a constant. This is so, assuming that knowledge is internalized in the individual, through experimentation, vehemently, the connection with the external will lead to the reconnection of knowledge. Furthermore, the consolidation of knowledge will enable the autonomous and fraternal guidance of individuals towards knowing and knowing themselves. In the reflective approach and in the empirical work, it is clear that sensitive education and complex thinking can and should be worked with as a common objective, the formation of autonomous man.