Formação de qualidade e aperfeiçoamento na relação do professor com o aluno da Escola Missionária São Paulo em Lobito-Benguela/Angola: diálogos com Jean-Jacques Rousseau.

Abstract

Researching the social and transformative approach of Rousseau (1712-1778), stemming from his ideas, is the proposed study for this dissertation. Although, a brief remembrance was made based on the researcher’s experience as a student in other schools and as a teacher for five years in São Paulo Missionary School, where he teached the first cycle of secondary education (7th, 8th and 9th grade classes), located in Lobito-Benguela/Angola, as a starting point concerning inspiration for this work. When met with the decrease in quality of Secondary Education when it comes to the students, due to lack-luster Primary Education and verifying that there is a moral and ethical debility (corruption), said situation allows us to reflect on the betterment of the quality of Secondary Education, both in Lobito and in the specified school. We believe that Rousseau would be a thinker whose theory is adequate for analysing the educational situation in Angola. We establish a dialogue with the philosopher, stemming from his works as a whole, mainly from Emile or On Education (1762), putting into perspective the student’s quality education (quality formation), something important in life as a citizen. Of note is Rousseau’s emphasis on the need to treat children as children. We believe it to be important to base our text in this perspective, incorporating its contributions in highlighting the primordial role that education plays in society, due to being conscious of this noble value, it is fair to say that education in adulthood, without proper foundation in youth, won’t be able to produce its proper results, which are preparing a human for life in a society based on rules and principles, duties and rights. Rousseau valorizes the family in the education of the child, demanding that both of them partake in it. Bibliographical research on Rousseau, aided by the perspective of commentators represented our choice of methodological process. After the analysis of the Genevan’s work, we confirmed our expectations for positive developments in the process of teaching and learning of the teachers of the São Paulo Missionary School in Angola.