<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122020000100515</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v25.dossie.15</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Razão crítica e emancipação no contexto da Educação do Campo: contribuições filosóficas]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical reason and emancipation in the context of Peasant Education: philosophical contributions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Maurício]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Piauí Programa de Pós-Graduação em Filosofia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122020000100515&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122020000100515&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122020000100515&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O conceito de emancipação é central à práxis formativa da Licenciatura em Educação do Campo (LEDOC) e expresso em seus documentos fundacionais, ainda no marco das exigências dos movimentos sociais. A Educação possui potenciais emancipatórios que apresentam dificuldades nas sociedades contemporâneas devido a uma reificação gradativa da própria Educação, porém, aqui defendemos que, no âmbito da Educação do Campo, esses potenciais permanecem não reificados e latentes, dadas a condição de irrupção de uma subjetividade campesina e a relação intrínseca entre uma razão crítica e o próprio conceito de emancipação. Nosso objetivo é tematizar, nesse contexto, o conceito de emancipação e sua relação com a razão crítica e suas ressonâncias e potencialidades, fornecendo elementos para uma reflexão sobre as bases filosóficas da Educação do Campo. A partir das contribuições da Teoria Crítica, podemos nos aproximar de uma razão crítica inerente e possível à subjetividade que se apresenta à sociedade e ao Estado: a subjetividade campesina. Essa subjetividade carrega consigo potenciais emancipatórios justamente por estar propensa ou exposta a uma racionalidade crítica que pode ser materializada em virtude de sua negatividade, experimentada como corporeidade transpassada pela objetividade da luta &#8211; que aqui não figura como mero conceito, mas se expressa como horizonte cotidiano dessa subjetividade. Percorre-se um caminho que parte da compreensão de alguns elementos pertinentes à Teoria Crítica, centrada na primeira geração da Escola de Frankfurt, como desvelamento de uma razão crítica. A crítica à razão instrumental revela nova possibilidade de rompimento com a vida administrada, com o dado, o ordenado, que caracterizam as sociedades tardocapitalistas, e, também, expõe, no âmbito do indivíduo, o processo ou mecanismo de irrupção dessa razão crítica a partir da dor da compreensão da exclusão, experimentada pelo sujeito. Em seguida, passa-se a algumas considerações sobre a Educação do Campo e sua condição expressa pela negatividade, que carrega os elementos necessários a uma razão crítica e, portanto, deixa claro um posicionamento marcado pela dor, pela resistência e pela luta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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 &#8211; 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Razão crítica]]></kwd>
<kwd lng="pt"><![CDATA[Emancipação]]></kwd>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="en"><![CDATA[Critical Reason]]></kwd>
<kwd lng="en"><![CDATA[Emancipation]]></kwd>
<kwd lng="en"><![CDATA[Peasant Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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