Discourse and emancipation of consciousness

Contributions from critical pedagogy

Abstract

This article arises from considering the limitations of previous theories by Dewey, Freire and Dussel regarding the difficulties encountered in trying to avoid injecting theoretical presuppositions into a schooling context, as well as, conversely, the difficulties that the same context presents in onboarding ideas not expressed in a jargon characteristic of the semantic horizon in which this otherness unfolds. Hence, a methodology is chosen that emerges with gradual, not radical advances, mediated by conscious and critical dialogue. This is what must be considered a continuum of orientation of meaning that does not produce large-scale transformations, even to reform or correct structures, but does advance in the direction of the targeted pedagogical horizon, leaving in its wake the formation and expansion of a critical consciousness. Hence, the objective of this work is to address a discourse that aims at the emancipation of consciousness, in educational actors guided by principles of critical pedagogy, without neglecting the reflection and political links reported in educational post-structuralism.