Da servidão à liberdade: o aprender como problema e conceito filosóficos entre Rousseau e Deleuze

Abstract

What does learning consist of? From this question and with the mind in motion, this thesis intends to address learning as an eminently philosophical object of study, with an emphasis on ethics and politics. For that, two distinct intellectual experiences, however, complementary become necessary. The first concerns the delimitation of a brief theoretical journey through the history of philosophy, from antiquity to contemporaneity, in order to show how learning acts in a supporting way in the philosophical thoughts of Plato, Aristotle and Thomas Aquinas, as a mere presupposed and subjective notion; takes time in modernity to investigate how learning rises to protagonism, acting as a philosophical problem in the foreground, in the course that extends from the first Discourse (1973) to Emílio (1999) by Rousseau; finally, it finds enigmatic clues in contemporaneity, with Deleuze, of a repositioning of learning as a philosophical problem that pushes him beyond philosophy, as a protagonist in research that connects with other areas of knowledge. Subsequently, based on the ascending movement of learning through the philosophical problem and its relevance in the thoughts of Rousseau and Deleuze, the second experience, inventive, assumes the task of promoting the meeting between the thoughts of both authors, in order to, beyond the path of the problem, propose a consistency for learning also through the philosophical concept. Thus, the correlation between the notions of chaos, plane of immanence, conceptual character and philosophical concept, defined in What is Philosophy? (2010), together with the content of the philosophical thought around the character Emílio and with the help of the literature, compose the elements to affirm conceptual consistency for learning as an event that occurs from servile relationships to the glimpse of freedom from Rousseau and Deleuze.