Resumen

CASALI, Alípio. Towards a critical-ethical curriculum: references from Enrique Dussel’s ethics of liberation. e-Curriculum [online]. 2016, vol.14, n.4, pp.1527-1555. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2016v14i4p1527.

This article, result of a bibliographic theoretical research, aims to propose a philosophical reference to an ethical foundation of the Curriculum. It is about the Liberation Ethics, a theme that has being developed by the Argentine-Mexican philosopher Enrique Dussel since the late 1960s and culminates in his classic "Ethics of Liberation in the age of globalization and exclusion" (1998). At Part I of this article, the Ethics is presented in its architectural six movements: (A) under intra-systemic scope: 1. Material foundations; 2. Argumentative validation; 3 Transformation praxis; (B) in critical perspective, beyond the scope of the hegemonic system: 4. Critical material foundations, from the perspective of the victims of the hegemonic system; 5. Critical and argumentative validation, by the community of victims; 6. Critical praxis of transformation, from critical choice of feasible means of transformation. At Part II, each one of the six movements of this Ethics is thought and described within the Curriculum field, in order to draw references for the praxis towards an ethical-critical Curriculum. The main reference along this journey is the universal ethical-critical principle: the imperative "production, reproduction and development of human life of concrete human beings living in community". The critical assumption of this article is that the Curriculum can be (and therefore should be) a place and time operating from this ethical principle, especially the development of human life of concrete human beings living in community.

Palabras clave : Ethics; Dussel; Curriculum.

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