Dialogue as a formative principle in Socrates and Paulo Freire
Critiques of monological, instrumental, or calculative reason for its limitations demand alternative modes of thinking. Dialogue emerges as a type of critical and sensitive rationality compatible with aesthetic dimensions, creativity, and the plurality of ways of being and thinking. As a non-constra...
| Autores: | , , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Filosofia e Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8675966 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/rfe/article/view/8675966 |
| Access Level: | acceso abierto |
| Palabra clave: | Diálogo. Formação Educação Dialogue Formation Education |
| Sumario: | Critiques of monological, instrumental, or calculative reason for its limitations demand alternative modes of thinking. Dialogue emerges as a type of critical and sensitive rationality compatible with aesthetic dimensions, creativity, and the plurality of ways of being and thinking. As a non-constraining rationality, dialogue can constitute itself as a formative principle that fosters an ethic-political, critical, and self-critical education, which materializes as a practice of freedom. Thus, the dialogue is discussed in two emblematic thinkers who converge in valuing dialogical rationality as a means of critical formation of the human being. |
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