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| Author(s): |
Roberta Aline Sbrana
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Araraquara. 2018-10-04. |
| Institution: | Universidade Estadual Paulista (Unesp). Faculdade de Ciências e Letras. Araraquara |
| Defense date: | 2018-09-25 |
| Advisor: | Marcus Vinicius da Cunha |
| Abstract | |
This work compares Jean-Jacques Rousseau's philosophical and educational discourse with John Dewey's in order to identify approximations between them, without neglecting any differences, focusing on the themes of society, education and man. The comparison is made through rhetorical analysis, a methodology based on Aristotle's Rhetoric and the new rhetoric of Perelman and Olbrechts-Tyteca. The intention is to verify whether Rousseau, like Dewey, can be qualified as a partisan of the rhetorical discursive tradition and whether his educational proposal expresses the principles of rhetorical pedagogy. The introduction discusses the meanings attributed to rhetoric throughout history, highlighting its relevance in research that examines pedagogical discourses. The first three chapters are dedicated to the analysis of the three themes in the speeches of Rousseau and Dewey, presenting their argumentative strategies and frameworks. Due to the identification of typical features of sophist rhetoric in their discourse, the fourth chapter argues for Rousseau's insertion into the rhetorical tradition, as is done with Dewey, and considers that his educational conceptions are familiar with rhetorical pedagogy, just as philosophy educational background. In the final considerations are presented possible contributions of this analysis to the education in the present time. (AU) | |
| FAPESP's process: | 15/07644-6 - The educational philosophy of John Dewey and Jean-Jacques Rousseau: a comparative study by rhetorical analysis |
| Grantee: | Roberta Aline Sbrana |
| Support Opportunities: | Scholarships in Brazil - Doctorate |