Cette recherche a pour objet le lien conceptuel entre participation politique et lien social dans la théorie politique de Rousseau. Elle présente une réinterprétation de la volonté générale, considérée comme un concept descriptif avant d’être normatif, affectif avant d’être rationnel,attribuée aux membres du collectif avant de l’être à celui-ci. L’activité de la volonté générale mesure l’attachement des citoyens aux lois, dans la mesure où ils y voient le moyen de promouvoir leur propre intérêt, compte tenu du fait de la socialisation. La volonté générale des citoyens ne saurait toutefois se maintenir sans que ces derniers soient régulièrement amenés à contrôler les termes de leur association et à vérifier leur effectivité dans le cadre d’institutions spécifiques. L’exigence exorbitante de souveraineté populaire, identifiée à l’exercice direct du pouvoir législatif, est manifestement attenante à l’idéal de socialité juridique que Rousseau place au coeur de sa théorie politique. Cet idéal trouve une incarnation contrefactuelle dans les pratiques et demandes de la bourgeoisie de Genève, en particulier durant le premier tiers du XVIIIe siècle, auxquelles le Contrat Social donne un fondement théorique ex post facto. Plutôt que d’abstraire le Contrat Social de son contexte, croyant ainsi en étendre la portée, c’est de l’intérieur de celui-ci que s’éclaire son universalité. Nous montrons, en dialogue critique avec les philosophies de Rawls et de Habermas, qu’il soutient l’exigence d’une démocratie délibérative radicale. / This research focuses on the link between political participation and social bonds in Rousseau's political theory. We present a new interpretation of the concept of general will as relevant to individuals rather than the collective, focusing on its descriptive and emotionalrather than normative and rational dimensions. General will measures citizens' attachment to laws in so far as they see them as a means of promoting their own best interests as social beings.However, the general will of citizens could not be maintained if they did not regularly reassess the terms of their association and verify their effectiveness within specific institutions. The exorbitant demand for popular sovereignty, which is the direct exercise of legislative power, is rooted in the ideal of legal sociality at the heart of Rousseau’s political theory. This ideal finds counterfactual embodiment in the practices and demands of the Geneva bourgeoisie, to which the Social Contract gives a theoretical foundation ex post facto, especially during the first third of the eighteenth century. Rather than abstracting the Social Contract from its context in the hope of extending its scope, we argue that, paradoxically, its universality lies in this particular context. Through a dialogue with the theories of Rawls and Habermas, we show that the Social Contract supports the demand for a radical deliberative democracy.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-08-10T14:08:07Z No. of bitstreams: 1 HernaniVeloso.pdf: 2733892 bytes, checksum: 47d4ac1052c3951cb8dcf6754030289e (MD5) / Made available in DSpace on 2017-08-10T14:08:07Z (GMT). No. of bitstreams: 1 HernaniVeloso.pdf: 2733892 bytes, checksum: 47d4ac1052c3951cb8dcf6754030289e (MD5) Previous issue date: 2017-01-16 / The present research subtends an analytical comparison between the Philosophy of education of Jean-Jacques Rousseau (1712-1778) and the LDBN - Law of Guidelines and Bases of National Education Nº 9.394 / 1996, as to the purpose of Basic Education that is the formation of citizenship. Therefore, this research presents as main categories of analysis: citizenship, the subject of citizenship from Rousseau's perspective and the realization of this ideal through school functionality as prescribed in LDB and NCPs. The bibliographical references of this research come from the works of Rousseau (1983, 1999, 2004), Dalbosco (2011), Vernant (2009), Descartes (1996), Fortes (1997), Freitas (2003), Pissarra (2002), Almeida Júnior (2009), which will guide discussions in the perspective of Philosophy; (1999), Pinsky & Pinsky, (2015), Delors (2012), Santos (2011), Dozol (2006) and other works and authors converging on the proposed theme. We will identify J-J Rousseau's criticism of the ideal of progress in the Enlightenment perspective as a course of deconstruction and moral reconstruction from the perspective of interiority, seducing by self-experience, informal knowledge of self in relation to things and men in the social realm. We will analyze the concept of citizenship, considering rights and duties as factors inherent to the formation of civil society, necessary for the process of globalization of citizenship in the perspective of solidarity and otherness, with J-J Rousseau's political philosophy as the guiding principle for the twenty-first century. We will investigate, therefore, under the eyes of Rousseau, the formation of citizenship from the LDB, considering approximations and distances with regard to public education and the formation of citizenship in the molds of Rousseau's thinking. In this sense, we seek, through this approach, a moral and political awareness of the elementary school student having as the target of the critical-philosophical view the transversality of Ethics as the school practice that is intended for the formation of citizenship. In order to contribute to the content of this analysis, will be adopted UEB "Senator Miguel Lins", which will be constituted as a locus and corpus for documentary and curricular analysis, taking into account the school space which is, together with the transversality of the Ethics, in one of the conditioning factors of its pedagogical practices. / Jean-Jacques Rousseau (1712-1778) e a LDBN – Lei de Diretrizes e Bases da Educação Nacional nº 9.394/1996, quanto a finalidade da Educação Básica que é a formação da cidadania. Para tanto, esta investigação apresenta como principais categorias de análise: a cidadania, o tema da cidadania na perspectiva de Rousseau e a concretização deste ideal através da funcionalidade escolar tal como está prescrito na LDB e nos PCN‟S. Os referenciais bibliográficos desta pesquisa partem das obras de Rousseau (1983, 1999, 2004), Dalbosco (2011), Vernant (2009), Descartes (1996), Fortes (1997), Freitas (2003), Pissarra (2002), Almeida Júnior (2009), que nortearão as discussões na perspectiva da Filosofia; também, Cambi (1999), Pinsky & Pinsky, (2015), Delors (2012), Santos (2011), Dozol (2006) e outras obras e autores convergentes no tema proposto. Identificaremos a crítica de J-J Rousseau ao idealA presente pesquisa subtende uma comparação analítica entre a Filosofia da educação de do progresso na perspectiva iluminista como um percurso de desconstrução e reconstrução moral sob a ótica da interioridade, sedimentando pela auto experiência, o conhecimento informal de si em relação às coisas e aos homens no âmbito social. Analisaremos o conceito de cidadania considerando os direitos e deveres como fatores inerentes à formação da sociedade civil, necessários ao processo de globalização da cidadania nas perspectivas da solidariedade e da alteridade, tendo como princípio norteador para o século XXI a Filosofia política de J-J Rousseau. Investigaremos, assim, sob o olhar de Rousseau, a formação da cidadania a partir da LDB, considerando aproximações e distanciamentos no que se refere à educação pública e a formação da cidadania nos moldes do pensamento rousseauniano. Nesse sentido, busca-se, por meio deste enfoque uma sensibilização moral e política do aluno do Ensino Fundamental tendo como o alvo do olhar crítico-filosófico a transversalidade da Ética como a prática escolar que se destina a formação da cidadania. A fim de contribuir com o teor desta análise, será adotado UEB “Senador Miguel Lins”, a qual se constituirá em locus e corpus para análises documentais e curriculares, levando ainda em consideração o espaço escolar o qual se constitui, juntamente com a transversalidade da Ética, em um dos fatores condicionantes de suas práticas pedagógicas.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Tradução parcial (com notas e introdução) do Dictionnaire de musique de Jean-Jacques Rousseau. / Rousseaus Dictionary of Music: portuguese translation (partial), introduction and notes.

Tradução parcial (com notas e introdução) do Dictionnaire de musique de Jean-Jacques Rousseau. / Rousseaus Dictionary of Music: portuguese translation (partial), introduction and notes.