Revisitando o Conceito de Emancipação Intelectual de Rancière em Práticas de Ensino e Formação Profissional

Autores

DOI:

https://doi.org/10.25749/sis.19957

Palavras-chave:

Rancière, emancipação intelectual, ensino e formação profissional

Resumo

O documento discute o potencial emancipatório das práticas de Ensino e Formação Profissional (EFP) no Uruguai, que são geralmente associadas a discursos de trabalho e formação. O trabalho de Rancière sobre emancipação intelectual é considerado um guia que permite discutir os fenómenos estudados, como uma lente para observar e problematizar a emancipação em práticas concretas de nível heurístico.

O artigo está estruturado da seguinte forma: primeiro, é descrito o contexto das práticas de EFP no Uruguai. Segundo, são discutidos os principais conceitos de emancipação na educação de Rancière. Terceiro, é desenvolvido um diálogo entre trabalho empírico e teórico, a fim de explorar práticas concretas de EFP a partir do axioma da igualdade. Finalmente, o texto conclui com uma reflexão sobre novos significados da emancipação intelectual de Rancière que nos merecem mais atenção e nos permitem identificar outras formas de potencial emancipatório nas práticas de EFP, de forma a transcender a atual compreensão funcionalista predominante.

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Biografias Autor

Gisselle Tur-Porres, College of Arts and Humanities, Swansea University School of Education, Reino Unido

Is Lecturer and Programme Director of Early Childhood Studies at Swansea University. She has been Research Associate and Professor at Universidad Nacional de Educación-UNAE and a member of the ‘Research Group on Decolonial Education and Epistemologies of the South’. She has coordinated national and international educational research projects. Her research interests focus on two related areas: teacher training and educational policies, with an emphasis on emancipatory pedagogical/educational practices, in the field of Vocational Education and Training, and at present in Early Childhood Education. 

Danny Wildemeersch, Katholieke Universiteit Leuven, Bélgica

Is emeritus professor of Social and Cultural Pedagogy at the KU Leuven and former professor of Social Pedagogy and Andragogy at the Radboud University. He is a member of the ‘Centre for Education, Culture and Society’ (KU Leuven). His research focuses on (adult) education related to issues of interculturality, citizenship, environment, participation, development cooperation. He has coordinated national and international research projects. He has taught subjects on adult education, comparative education, intercultural education, social pedagogy, social work. He currently is editor of the European Journal for Research on the Education and Learning of Adults.

Maarten Simons, Katholieke Universiteit Leuven, Bélgica

Is professor of educational policy and theory at the Laboratory for Education and Society of the University of Leuven (Belgium). His principal interests are in educational policy, mechanisms of power, and the new global, European and national regimes of governing education. In his recent work, he focuses on current monitoring devices in education, processes of governing through examples, and the shift from disciplinary power and individualization to feedback power and personalization. Moreover, his research addresses explicitly on the challenges posed to education with a major interest in (re-)thinking and (re-)inventing the public role of schools and universities.

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Publicado

2020-10-30

Edição

Vol. 8 N.º 3 (2020): Velhos Mestres, Novas Interpretações: É Necessário Reconcetualizar a Emancipação?

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