O Pêndulo de Rousseau: Entre a Liberdade e a Autonomia na Formação Educacional do Emílio

Abstract

This study, situated within the field of philosophy of education, employs the image of the pendular movement to unveil the constant dynamic between seemingly opposing poles in Rousseau’s thought, such as nature and society, the individual and the citizen, and amour de oi and self-love. The research is contextualized within the Enlightenment and Rousseau’s critique of social corruption, emphasizing the relevance of his ideas for understanding the human condition. The central objective of this dissertation was to explore this complex dialectic through a close reading of the pedagogical treatise Emile, or On Education. The methodology is qualitative in nature, grounded in a deep hermeneutic and interpretative analysis of Rousseau’s primary works, particularly through a focused reading of key pedagogical scenes and specific episodes (such as the beans, the sweets, and the magician), which serve as a basis for understanding the practical application of Rousseau’s principles. In addition, the study is supported by an extensive bibliographic review of renowned commentators such as Ariès, Taylor, Paiva, Neuhouser, and Dalbosco, enabling a multifaceted and critical interpretation of Rousseau’s philosophy. The thesis argues that the apparent contradictions in Rousseau’s work are resolved within a dynamic and polysemic coherence, symbolized by the pendular movement. The central hypothesis is that Rousseau does not advocate a utopian return to the state of nature, butrather the formation of a natural man capable of living authentically within society. The research demonstrates that while the human being’s natural goodness is corrupted by social institutions, education—through negative education and the cultivation of sensitive reason—can preserve this innate goodness. The education of self-love, the development of self-mastery, and the promotion of well-regulated freedom are essential elements for Emile to become a virtuous citizen, reconciling individual autonomy with the demands of collective life. In this sense, the dissertation offers a theoretical framework for rethinking contemporary pedagogical practices, emphasizing the need for an education that respects the individual rhythm and needs of the child, fosters autonomy and critical thinking, and prepares the individual for conscious and ethical participation in society. The study suggests that education should seek a balance between freedom and discipline, experience and reflection, individuality and social responsibility, challenging rigid educational models overly focused on content transmission. The legacy of engaging with Rousseau’s works lies in their ability to illuminate the complexities of the human condition. His philosophy remains a fertile source for reflecting on the fundamental tensions between individual and society, nature and culture. By exploring the nuances of his thought, the thesis reinforces Rousseau’s relevance to contemporary debates on identity, morality, citizenship, and the role of education in building more just and authentic societies. In this context, the pendular movement is not merely an analytical tool, but an invitation to continuous reflection on the equilibrium necessary for human coexistence.