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    Educação e liberdade em Rousseau
    (2018) VASCONCELOS, José Geraldo; FIALHO, Lia Machado Fiuza; LOPEZ, Tânia Maria Rodrigues
    This article aims to problematize democracy and freedom, themes that are central to the Rousseau's work, articulating them to politics and a model of libertarian education. Hermeneutically, it is desired a critical and dialectical course between libertarian education and philosophical questions. Even integrating the School of Modern Natural Law, Rousseau demonstrates that the emergence of property is an inequality producer. In this case, there is a need for an association pact that, by limiting the state of war,allows the transition from the state of nature to the civil state. Rousseau leaves the libertarian mark in the history of Philosophy and Education in reflecting on freedom and democracy. This philosophical impasse aroused by studying Rousseau (1995) allows us to infer that he was the philosopher who initiated a new pedagogical action, causing the subjective to be acclaimed, the fervent passions and the most intimate nature of the human being unveiled in all his masterly interiority.