A institucionalização dos processos de aprendizagem em Habermas

• Autor(a) principal: Freire , Wescley Fernandes Araujo
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17104
• topic: Processos de aprendizagem; Institucionalização; Uso público da razão; Aprendizagem política da solidariedade civil; Desenho institucional; Learning processes; Institutionalization; Public use of reason; Politicial learning of civil solidarity; Institutional design; CIENCIAS HUMANAS::FILOSOFIA

This Ph.D. research discusses the centrality of institutionalization of learning processes in Habermas' critical theory, presenting the correlation between the genealogy of the concept of learning and the development of the theory of society in the different phases of the author's work. The presentation of the concepts of logic and development dynamics makes it clear that the emergence of new normative structures represents a decisive stage in the learning processes that anchor post-conventional social integration. In this sense, the main thesis proposed is the demand for socionormative institutionalization of learning processes mediated by the institutional embodiment of social practices as an assumption for the reproduction of the sociointegrating force of social solidarity. In Habermas's late work, particularly in the context of post-metaphysical political thought, the issue of political learning processes is presented from the problem of the reproduction of civil solidarity between religious and secular citizens, considered in light of the proposition of the complementary thesis that institutionalizing the "public use of reason" in post-secular societies requires the institutional embodiment of the normative self-understanding of social practices, an idea implicitly present but not adequately developed by the "institutional translation reserve" of "non-public reasons" into "public reasons" that inform the normative content of moral intuitions inscribed in the semantic potentials of religious content. On the other hand, institutionalization and socionormative deficits of the public sphere compromise the political learning of epistemic presuppositions for the "public use of reason" among religious and secular citizens, which makes it necessary to think a formal-principled “sketch” of institutional design that embodies the normative potential of participatory-deliberative social practices, anchoring the policy learning processes of civil solidarity in institutions of post-secular societies.