The emancipation debates on education and curriculum : perspectives and meanings

Abstract

This article presents the results of an investigation - an exploratory study - on the emancipation concept in the field domain of curriculum theories over the theoretical debates and practices of Portuguese educators. Based on a thorough literature search and on the view of some professors from the University of Minho and Porto, we sought to understand how to scale the concept of emancipation both at the theoretical level and in curriculum practices the well, that they develop in the educational institutions. Assuming that, in addition to the theoretical component, their students embodied by the experienced, we tried to question whether educational institutions are organized or not only to facilitate (consultancy), working with labor reflection, critical thinking and autonomy of students, resulting formative processes grounded on an effective their students of emancipation. In methodological terms, the methods and theoretical research were conducted by using semi-structured interviews with educators in order to as certain how their productions offer the prospect theory, how they animate the debates the critical education and shape their practices. The results allowed us to understand that empowerment is a structural element of the critical theory, both in the discussions of the educational field and the curriculum the well, which interferes on the way they organize curriculum practices. We intend to understand how teachers work the concept of emancipation and how they do it. In this sense, while synonym of critical education, reflexive and transformative education - mediated or not by the curriculum - the emancipation has been understood and viewed the possibility to substantiate swagger and add changes in the individuals and, is consequence, in the education and society itself.