Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742021000300023 |
Resumo: | Abstract The paper discusses the emancipatory potential of Uruguayan Vocational Educational and Training (VET) practices, usually associated with job discourses, skills and training. In doing so, we revisit Rancière’s work concerning intellectual emancipation to provide us with a guide to connect with the phenomena studied, as a lens to look at and to problematize emancipation in concrete practices on a heuristic level. Thus, the paper is structured as follows. First, we describe the context of Uruguayan VET practices. Second, we discuss Rancière’s key concepts about emancipation in education. Third, we craft a conversation between the empirical and theoretical work, in view of exploring concrete VET practices from the axiom of equality. Last, the text concludes with a reflection on new meanings regarding Rancière’s intellectual emancipation that deserve further attention and allow us to identify other forms of emancipatory potential in VET practices, to move beyond its currently predominant functionalist understanding. |
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Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training PracticesRancièreintellectual emancipationvocational education and trainingAbstract The paper discusses the emancipatory potential of Uruguayan Vocational Educational and Training (VET) practices, usually associated with job discourses, skills and training. In doing so, we revisit Rancière’s work concerning intellectual emancipation to provide us with a guide to connect with the phenomena studied, as a lens to look at and to problematize emancipation in concrete practices on a heuristic level. Thus, the paper is structured as follows. First, we describe the context of Uruguayan VET practices. Second, we discuss Rancière’s key concepts about emancipation in education. Third, we craft a conversation between the empirical and theoretical work, in view of exploring concrete VET practices from the axiom of equality. Last, the text concludes with a reflection on new meanings regarding Rancière’s intellectual emancipation that deserve further attention and allow us to identify other forms of emancipatory potential in VET practices, to move beyond its currently predominant functionalist understanding.Instituto de Educação da Universidade de Lisboa2021-02-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articletext/htmlhttp://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742021000300023Sisyphus - Journal of Education v.8 n.3 2021reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttp://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742021000300023Tur-Porres,GisselleWildemeersch,DannySimons,Maarteninfo:eu-repo/semantics/openAccess2024-02-06T17:29:20Zoai:scielo:S2182-84742021000300023Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:33:19.084301Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices |
title |
Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices |
spellingShingle |
Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices Tur-Porres,Gisselle Rancière intellectual emancipation vocational education and training |
title_short |
Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices |
title_full |
Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices |
title_fullStr |
Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices |
title_full_unstemmed |
Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices |
title_sort |
Revisiting Rancière’s Concept of Intellectual Emancipation in Vocational Educational and Training Practices |
author |
Tur-Porres,Gisselle |
author_facet |
Tur-Porres,Gisselle Wildemeersch,Danny Simons,Maarten |
author_role |
author |
author2 |
Wildemeersch,Danny Simons,Maarten |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Tur-Porres,Gisselle Wildemeersch,Danny Simons,Maarten |
dc.subject.por.fl_str_mv |
Rancière intellectual emancipation vocational education and training |
topic |
Rancière intellectual emancipation vocational education and training |
description |
Abstract The paper discusses the emancipatory potential of Uruguayan Vocational Educational and Training (VET) practices, usually associated with job discourses, skills and training. In doing so, we revisit Rancière’s work concerning intellectual emancipation to provide us with a guide to connect with the phenomena studied, as a lens to look at and to problematize emancipation in concrete practices on a heuristic level. Thus, the paper is structured as follows. First, we describe the context of Uruguayan VET practices. Second, we discuss Rancière’s key concepts about emancipation in education. Third, we craft a conversation between the empirical and theoretical work, in view of exploring concrete VET practices from the axiom of equality. Last, the text concludes with a reflection on new meanings regarding Rancière’s intellectual emancipation that deserve further attention and allow us to identify other forms of emancipatory potential in VET practices, to move beyond its currently predominant functionalist understanding. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-02-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742021000300023 |
url |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742021000300023 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742021000300023 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa |
publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa |
dc.source.none.fl_str_mv |
Sisyphus - Journal of Education v.8 n.3 2021 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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