Revisando el Concepto de Emancipación Intelectual de Rancière en las Prácticas de Educación Técnico Profesional
DOI:
https://doi.org/10.25749/sis.19957Palabras clave:
Rancière, emancipación intelectual, educación técnico profesionalResumen
Este documento discute el potencial emancipador de las prácticas de Educación Técnico Profesional-ETP en Uruguay, generalmente asociadas con discursos laborales y de capacitación. Se revisa el trabajo de Rancière sobre la emancipación intelectual como una guía que conecta con los fenómenos estudiados, una lente para observar y problematizar la emancipación a nivel heurístico en prácticas concretas.
El artículo está estructurado de la siguiente manera. Primero, se describe el contexto de las prácticas de ETP uruguayas. Segundo, se discuten los conceptos clave de Rancière sobre la emancipación en educación. Tercero, se elabora un diálogo entre el trabajo empírico-teórico, para explorar prácticas concretas de ETP desde el axioma de la igualdad. El texto concluye con una reflexión sobre nuevos significados con respecto a la emancipación intelectual de Rancière que merecen mayor atención y permiten identificar otras formas de potencial emancipador en las prácticas de ETP, para trascender la actual comprensión funcionalista predominante.
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