Contributions to think the educational practice in the dialogue with Habermas and Freire in opposition to the excess of instrumental rationality
This work aims to identify convergences in the theories of Jürgen Habermas and Paulo Freire that constitute contributions to educational practice. These authors present approximations that help us to understand the instrumental rationality, which still persists today in educational practice. The ex...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade do Estado de Santa Catarina (UDESC) |
| Repositorio: | Linhas (Florianópolis. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai::article/21714 |
| Acceso en línea: | https://www.periodicos.udesc.br/index.php/linhas/article/view/21714 |
| Access Level: | acceso abierto |
| Palabra clave: | racionalidade instrumental razão comunicativa educação libertadora diálogo instrumental rationality communicative reason liberating education dialogue racionalidad instrumental razón comunicativa educación liberadora; |
| Sumario: | This work aims to identify convergences in the theories of Jürgen Habermas and Paulo Freire that constitute contributions to educational practice. These authors present approximations that help us to understand the instrumental rationality, which still persists today in educational practice. The excess of instrumental rationality denounced by Habermas and Freire demonstrate the value and timeliness of the authors' ideas for education. Habermas proposes communicative reason, bringing the potential of language aimed at intersubjective understanding into communicative action. Freire, in turn, opposes banking education, which is in itself the personification of instrumental rationality. As an alternative to banking education, Freire presents us with liberating education. The affinities of these theorists are in the intersubjectivity, in the proposition and exploration of a dialogic-communicative conception of reason, in which dialogue is presented as a mediator. Thus, the theoretical convergences perceived between Habermas and Freire, with respect to oppositions and the confrontation of instrumental reason, express relevant contributions to education. |
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