EPISTEMOLOGY OF THE EMANCIPATORY CURRICULUM: AN ANALYSIS OF THE HISTORICAL-CRITICAL TENDENCY AND CRITICAL-EMANCIPATORY PRÁXIS

Abstract

This study was prepared considering research carried out in master's and doctoral studies, which discusses the training process and the contradictions of the curriculum. Therefore, the aim of this work was to present a discussion on the epistemology of the emancipatory curriculum, from the perspective of the historical-critical tendency and the epistemology of critical-emancipatory praxis. The historical-critical tendency is based on social practice, permeating five transversal phases, such as: initial social practice, problematization, instrumentalization, catharsis and final social practice. The epistemology of critical-emancipatory praxis is anchored in the philosophy of praxis that presents creative praxis with links to imitative, reiterative, spontaneous and reflective, which within the scope of the curriculum can be constituted as critical-emancipatory praxis. To this end, the research method was historical-dialectic materialism, considering the category of contradiction. It is a qualitative research, with a basic characteristic of no empirical evidence, of a bibliographic nature. The data collection procedure was based on a bibliographical review, on classic and contemporary authors, such as Sanches Vasquez (2011), Gadotti (2010), Curado Silva (2008, 2018), Malanchen (2016), Saviani (2003, 2008) , Gasparin (2015) and others. The data analysis procedure was a thematic and transversal analysis, in the sense of perceiving the object in its essence and contradiction, in which the historical-critical tendency and the epistemology of critical-emancipatory praxis are transversal and complete. Through research, it is concluded that an emancipatory curriculum is based on epistemologies for its constitution and needs to break with linear, ahistorical and uncritical precepts. Overcoming the paradigm of a fragmented, linear and disciplinary curriculum becomes a becoming when the movement of thinking/acting begins in overcoming it through the historical-critical tendency and critical-emancipatory praxis. To overcome this, it is necessary for teachers to seek training, whether initial or continued, with critical and emancipating characteristics.