Abstract

FERNANDES, Maurício. Critical reason and emancipation in the context of Peasant Education: philosophical contributions. Conjectura: filos. e Educ. [online]. 2020, vol.25, edossie.15. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v25.dossie.15.

The concept of emancipation is central to the formative praxis of Peasant Education and expressed in its foundational documents, in the framework of the social movements demands. Education has emancipatory potentials, and here we will argue that in the field of rural education these potentials remain no objectified and latent, given the condition of the eruption of peasant subjectivity and the intrinsic relationship between a critical reason and the concept of emancipation. This paper aims to thematize, in this context, the concept of emancipation and its relationship with critical reason and its resonances and potentialities, providing elements for a reflection about the basis of Peasant Education. From the contributions of the Critical Theory, we can approach a critical reason inherent and possible to this subjectivity that presents itself to society and the state: the peasant subjectivity. This subjectivity carries with it emancipatory potentials precisely because it is prone or exposed to a critical rationality that can be materialized by virtue of its negativity, experienced as corporeality, pierced by the objectivity of the struggle – which here is not merely a concept but expressed as a daily horizon to this subjectivity. We will follow a path that starts from an understanding of some elements pertinent to the Critical Theory, anchored on the first generation of the Frankfurt School, that unveiling a critical reason. The critique of instrumental reason reveals a new possibility of breaking with the administered life, with the given, the ordered, which characterizes late-capitalist societies, and also reveals, within the individual, the process or mechanism of the eruption of this critical reason from the pain of understanding the exclusion experienced by the subject. Next, we will move on to some considerations about Peasant Education and its condition expressed by negativity, which carries the necessary elements for a critical reason and, therefore, unveils a position marked by pain, resistance and struggle.

Keywords : Critical Reason; Emancipation; Peasant Education.

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