Contributions to think the educational practice in the dialogue with Habermas and Freire in opposition to the excess of instrumental rationality

Detalhes bibliográficos
Autor(a) principal: Siqueira, Ivone dos Santos
Data de Publicação: 2023
Outros Autores: Raposo, Elinete Oliveira, Freitas , Nadia Magalhães da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas (Florianópolis. Online)
Texto Completo: https://www.periodicos.udesc.br/index.php/linhas/article/view/21714
Resumo: This work aims to identify convergences in the theories of Jürgen Habermas and Paulo Freire that constitute contributions to educational practice.  These authors present approximations that help us to understand the instrumental rationality, which still persists today in educational practice. The excess of instrumental rationality denounced by Habermas and Freire demonstrate the value and timeliness of the authors' ideas for education. Habermas proposes communicative reason, bringing the potential of language aimed at intersubjective understanding into communicative action. Freire, in turn, opposes banking education, which is in itself the personification of instrumental rationality. As an alternative to banking education, Freire presents us with liberating education. The affinities of these theorists are in the intersubjectivity, in the proposition and exploration of a dialogic-communicative conception of reason, in which dialogue is presented as a mediator. Thus, the theoretical convergences perceived between Habermas and Freire, with respect to oppositions and the confrontation of instrumental reason, express relevant contributions to education.
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spelling Contributions to think the educational practice in the dialogue with Habermas and Freire in opposition to the excess of instrumental rationalityAportes para pensar la práctica educativa en el diálogo con Habermas y Freire en oposición al exceso de racionalidad instrumentalContribuições para pensar a prática educativa no diálogo com Habermas e Freire em oposição ao excesso de racionalidade instrumentalracionalidade instrumentalrazão comunicativaeducação libertadoradiálogoinstrumental rationalitycommunicative reasonliberating educationdialogueracionalidad instrumentalrazón comunicativaeducación liberadora; diálogoThis work aims to identify convergences in the theories of Jürgen Habermas and Paulo Freire that constitute contributions to educational practice.  These authors present approximations that help us to understand the instrumental rationality, which still persists today in educational practice. The excess of instrumental rationality denounced by Habermas and Freire demonstrate the value and timeliness of the authors' ideas for education. Habermas proposes communicative reason, bringing the potential of language aimed at intersubjective understanding into communicative action. Freire, in turn, opposes banking education, which is in itself the personification of instrumental rationality. As an alternative to banking education, Freire presents us with liberating education. The affinities of these theorists are in the intersubjectivity, in the proposition and exploration of a dialogic-communicative conception of reason, in which dialogue is presented as a mediator. Thus, the theoretical convergences perceived between Habermas and Freire, with respect to oppositions and the confrontation of instrumental reason, express relevant contributions to education.Este trabajo tiene como objetivo identificar convergencias en las teorías de Jürgen Habermas y Paulo Freire que constituyen contribuciones a la práctica educativa. Los referidos autores presentan aproximaciones que nos ayudan a percibir la racionalidad instrumental, que aún hoy persiste en la práctica educativa. El exceso de racionalidad instrumental denunciado por Habermas y Freire demuestra el valor y la actualidad de las ideas de los autores para la educación. Habermas propone la razón comunicativa, trayendo el potencial del lenguaje dirigido al entendimiento intersubjetivo en el actuar comunicativo. Freire, por su parte, se opone a la educación bancaria, que es en sí misma la encarnación de la racionalidad instrumental. Como alternativa a la educación bancaria, Freire nos presenta la educación liberadora. Las afinidades de pensamiento entre estos teóricos están en la intersubjetividad, en la proposición y en la exploración de una concepción dialógico-comunicativa de la razón, en la que el diálogo se presenta como mediador. Así, las convergencias teóricas percibidas entre Habermas y Freire, con relación a las oposiciones y al enfrentamiento de la razón instrumental, expresan relevantes contribuciones para la educación.Este trabalho objetiva identificar convergências nas teorias de Jürgen Habermas e Paulo Freire que constituem contribuições para a prática educativa. Os referidos autores apresentam aproximações que nos ajudam a perceber a racionalidade instrumental, que ainda hoje persiste na prática educativa. O excesso de racionalidade instrumental denunciado por Habermas e Freire demonstra o valor e a atualidade das ideias dos autores para a educação. Habermas propõe a razão comunicativa, trazendo o potencial da linguagem voltado ao entendimento intersubjetivo no agir comunicativo. Freire, por sua vez, opõe-se à educação bancária, que é por si mesma a personificação da racionalidade instrumental. Como alternativa à educação bancária, Freire nos apresenta a educação libertadora. As afinidades de pensamentos entre esses teóricos estão na intersubjetividade, na proposição e na exploração de uma concepção dialógico-comunicativa da razão, em que o diálogo se apresentada como mediador. Assim, as convergências teóricas percebidas entre Habermas e Freire, com relação às oposições e ao enfrentamento da razão instrumental, expressam relevantes contribuições para a educação.Universidade do Estado de Santa Catarina - UDESC2023-03-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.udesc.br/index.php/linhas/article/view/2171410.5965/1984723824542023280Revista Linhas; v. 24 n. 54 (2023): Financiamento da educação e a reconstrução da democracia no Brasil; 280 - 3101984-7238reponame:Linhas (Florianópolis. Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:(UDESC)porhttps://www.periodicos.udesc.br/index.php/linhas/article/view/21714/15288Copyright (c) 2023 Revista Linhashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSiqueira, Ivone dos SantosRaposo, Elinete OliveiraFreitas , Nadia Magalhães da Silva2024-02-29T13:18:09Zoai::article/21714Revistahttps://www.periodicos.udesc.br/index.php/linhashttps://www.periodicos.udesc.br/index.php/linhas/oaivera.gaspar.udesc@gmail.com||revistalinhas@gmail.com1984-72381984-7238opendoar:2024-02-29T13:18:09Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)false
dc.title.none.fl_str_mv Contributions to think the educational practice in the dialogue with Habermas and Freire in opposition to the excess of instrumental rationality
Aportes para pensar la práctica educativa en el diálogo con Habermas y Freire en oposición al exceso de racionalidad instrumental
Contribuições para pensar a prática educativa no diálogo com Habermas e Freire em oposição ao excesso de racionalidade instrumental
title Contributions to think the educational practice in the dialogue with Habermas and Freire in opposition to the excess of instrumental rationality
spellingShingle Contributions to think the educational practice in the dialogue with Habermas and Freire in opposition to the excess of instrumental rationality
Siqueira, Ivone dos Santos
racionalidade instrumental
razão comunicativa
educação libertadora
diálogo
instrumental rationality
communicative reason
liberating education
dialogue
racionalidad instrumental
razón comunicativa
educación liberadora;
diálogo
title_short Contributions to think the educational practice in the dialogue with Habermas and Freire in opposition to the excess of instrumental rationality
title_full Contributions to think the educational practice in the dialogue with Habermas and Freire in opposition to the excess of instrumental rationality
title_fullStr Contributions to think the educational practice in the dialogue with Habermas and Freire in opposition to the excess of instrumental rationality
title_full_unstemmed Contributions to think the educational practice in the dialogue with Habermas and Freire in opposition to the excess of instrumental rationality
title_sort Contributions to think the educational practice in the dialogue with Habermas and Freire in opposition to the excess of instrumental rationality
author Siqueira, Ivone dos Santos
author_facet Siqueira, Ivone dos Santos
Raposo, Elinete Oliveira
Freitas , Nadia Magalhães da Silva
author_role author
author2 Raposo, Elinete Oliveira
Freitas , Nadia Magalhães da Silva
author2_role author
author
dc.contributor.author.fl_str_mv Siqueira, Ivone dos Santos
Raposo, Elinete Oliveira
Freitas , Nadia Magalhães da Silva
dc.subject.por.fl_str_mv racionalidade instrumental
razão comunicativa
educação libertadora
diálogo
instrumental rationality
communicative reason
liberating education
dialogue
racionalidad instrumental
razón comunicativa
educación liberadora;
diálogo
topic racionalidade instrumental
razão comunicativa
educação libertadora
diálogo
instrumental rationality
communicative reason
liberating education
dialogue
racionalidad instrumental
razón comunicativa
educación liberadora;
diálogo
description This work aims to identify convergences in the theories of Jürgen Habermas and Paulo Freire that constitute contributions to educational practice.  These authors present approximations that help us to understand the instrumental rationality, which still persists today in educational practice. The excess of instrumental rationality denounced by Habermas and Freire demonstrate the value and timeliness of the authors' ideas for education. Habermas proposes communicative reason, bringing the potential of language aimed at intersubjective understanding into communicative action. Freire, in turn, opposes banking education, which is in itself the personification of instrumental rationality. As an alternative to banking education, Freire presents us with liberating education. The affinities of these theorists are in the intersubjectivity, in the proposition and exploration of a dialogic-communicative conception of reason, in which dialogue is presented as a mediator. Thus, the theoretical convergences perceived between Habermas and Freire, with respect to oppositions and the confrontation of instrumental reason, express relevant contributions to education.
publishDate 2023
dc.date.none.fl_str_mv 2023-03-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/21714
10.5965/1984723824542023280
url https://www.periodicos.udesc.br/index.php/linhas/article/view/21714
identifier_str_mv 10.5965/1984723824542023280
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/21714/15288
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
dc.source.none.fl_str_mv Revista Linhas; v. 24 n. 54 (2023): Financiamento da educação e a reconstrução da democracia no Brasil; 280 - 310
1984-7238
reponame:Linhas (Florianópolis. Online)
instname:Universidade do Estado de Santa Catarina (UDESC)
instacron:(UDESC)
instname_str Universidade do Estado de Santa Catarina (UDESC)
instacron_str (UDESC)
institution (UDESC)
reponame_str Linhas (Florianópolis. Online)
collection Linhas (Florianópolis. Online)
repository.name.fl_str_mv Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)
repository.mail.fl_str_mv vera.gaspar.udesc@gmail.com||revistalinhas@gmail.com
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