Education and moral in the republican perspective

Abstract

In the thematic area of the human condition, the educational system, and the criteria and purposes of a republican constitution, this article articulates the arguments of Seneca and Rousseau on the themes of morality and education; Tugendhat's considerations about the meanings in which the word moral can be understood; and the narratives and arguments of Andrada e Silva in defense of equality, education and integration of black workers and Brazilian natives to the national society. This repository of ideas converges on many points with Condorcet proposals, texts that represent a collection of justifications for institution of the republic and the organization of an education system committed to the republican moral imaginary; and the thesis of Freire, for those who the education establish a privileged space for autonomy, criticism and emancipation, fundamental conditions for the transformation of an oppressive reality. Freire approaches the Enlightenment of Rousseau and Condorcet, differences in part, propose a language of hope for the field of education, to beyond the theories of reproduction, understanding that the students are able to interpret actively their own situation and resist to the groups and forces that try to do prevail their orientations of domination.