A educação na perspectiva da filosofia cética de Michel de Montaigne

Abstract

Identify the main characteristics of Education on Michel de Montaigne’s thought (France, 1533-1592), analyzing and relating influences and marking contributions of Skepticism on his philosophy and on his pedagogical and educational reflection is the first intention of this paper. For so, the itinerary built here intends to comprehend, initially, the historical conditions on which Montaigne’s thought was inserted, examining separately the most important modifications that happened in diverse atmospheres between the end of Middle Ages and Renaissance. The prominence is given for two decisive points: the philosophical-pedagogical modifications and the main characteristics of the Ancient Skepticism, which are recovered at the crisis’ environment of Renaissance, searching to create a space to think how the pre-Modern context of instability and uncertainness is decisive to comprehend the place and the function of Skepticism’s retaking, specially of Pyrrho’s Skepticism and its influences on Montaigne’s thought.In the following, it goes toward Montaigne’s essential ideas about Education, inserting them under historical conditions and essayistic prerogative of his thought, making reflections about some signs and presences of Skepticism on his educational essays. In the end, on a third moment, it turns attention to the most specific theme of relation between Skepticism and Education on Montaigne’s philosophy, analyzing the paper of equipollency and judge suspension (fundamental elements of Pyrrho’s Skepticism) at the new pedagogical manner initiated by Essais author, laying foundations for the heart of Montaigne’s critic on dogmatism and its anti-educational paper, and restoring validity of doubt’s educational paper at the constant process of independent/autonomous subjects formation.