A ideia de formação figurada em “Emílio ou Da educação” (1762), de Jean-Jacques Rousseau

This article analyzes the conception of formation articulated by Jean-Jacques Rousseau in Emile, or On Education (1762), a philosophical treatise in which he critiques prevailing educational practices and positions himself within the pedagogical debates of the eighteenth century. The study seeks to understand how Rousseau proposes an educational project aimed at forming individuals who preserve aspects of their natural condition within civil society, which he perceives as unequal and removed from human nature. A theoretical-analytical approach is adopted, using Emile as the primary corpus, in dialogue with the pedagogical and philosophical literature of the period, situating it within the intellectual context of eighteenth-century France. The analysis shows that Rousseau reconfigures key concepts of his time, such as formation, façonner, civilité, and politesse, articulating them within a pedagogy that seeks to harmonize nature and civilization. By presenting his work as a treatise on education not to prescribe pedagogical practices, but to express philosophical truths, Rousseau offers a distinctive contribution to modern educational thought, integrating his philosophical anthropology with educational and political critique.