Rousseau & Rousseau in education: From Émile to a aia vigilante Joanna Rousseau de Villeneuve

Abstract

The surname Rousseau was not uncommon in the 18th century, but it is invariably linked to the Genevan philosopher Jean-Jacques Rousseau (1712-1778), whose production in various fields—such as music, politics, literature, and education—sparked controversies due to his innovative stance, which was in many ways distinct from his Enlightenment colleagues and other intellectuals of his time. His educational treatise, Émile, or On Education, first published in 1762, was a success but was condemned by authorities for presenting a new perspective on human formation. Undeniably, his pedagogical novel made history and influenced a current of educators who developed what was called the Active School or New Education. However, the signature Rousseau also belonged to another important 18th-century figure who, equally, caused controversy by presenting an educational treatise titled A Aia Vigilante (The Vigilant Governess), published in 1767. This was the Frenchwoman Joanna Rousseau de Villeneuve, of whom not much information is available, but who resided in Portugal and served as governess to the children of the Count of Oeiras, who later became the Marquis of Pombal. In this regard, several questions were raised: What is the relationship between the two authors? What influence did Jean-Jacques Rousseau have on the thought and work of Joanna Rousseau de Villeneuve? What are the similarities and differences between the two treatises? And what is the importance of A Aia Vigilante for modern education? To attempt to answer these questions, the present oral presentation summarizes the research process, linked to the project "The Children of Rousseau (the non-abandoned): The Influence of Jean-Jacques Rousseau on the New Education," of the PPGE/FE/UFG. The research develops a comparative approach between the two works, utilizing the hermeneutic method, supported by bibliographic research of texts by commentators and interpreters of both. Some conclusions are signaled, such as the fact that, although influenced by the Genevan, the French educator did not innovate as much, even though she caused controversy in her time, but more for her status as a woman than for her claims.