SENSITIVE EDUCATION AND COMPLEX THINKING: A POSSIBLE CONJUGATION FROM EMILIO

Abstract

Based on bibliographical research, the main objectives of this article are to relate the educational concepts of Jacques Rousseau and Edgar Morin in the search for similarities and differences. Through his work Émile, or Education, the Enlightenment philosopher and educator Rousseau inaugurates what, from modern times onwards, came to be called childhood. Given that within society, children were considered miniature adults and, therefore, neglected in the specificities of the first years of life, the Genevan's focus on the need to exercise the sensitive, with nature as the first and sublime shaper, were contributions that reverberated in the change of the child's social locus. Thus, Rousseau's naturalist perspective contributes to the development of an educational path that places the student, Émile, at the center of pedagogical action. Therefore, the mediator has great relevance in the teaching-learning movement, since being present in the phenomenon of learning, he/she will guide the student, starting from the unknown, towards knowledge. This is because, assuming that knowledge is internalized in the individual, through experimentation, the connection with the external will strongly 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 treatment and empirical practice, it is clear that sensitive education and complex thinking can and should be worked on with the common goal of forming an autonomous person together with the constancy of complex thinking.
Keywords: Rousseau; Emílio; Edgar Morin; reconnecting knowledge; education.