Resumo

ANIBAL, Graça. Critical Theory and Education. Rev. Lusófona de Educação [online]. 2010, n.16, pp.13-22. ISSN 1645-7250.

In this article, we start from the concept of emancipation to a reading of some critical theorists who reject the enlightened reason which evolved from an ideal of society towards the progress of the human mind to an instrumental reason which intends to dominate nature and to have social control. To achieve this aim, the power of reason is enphasised, although of a subverted reason. Marcuse argued that technology manipulated as an instrument of rationality, is no longer considered domination and exploitation, it turns reason into promotion of progress instead, legitimating the capitalist system of production and consumption. The result is a "one dimensional man", without critical thinking or arguing ability. Marcuse`s critique to the new forms of social control and his proposals for an alternative organization of society and culture are challenges for the search of alternatives to the construction of an emancipatory education. Habermas argues that the potential for the emancipation of the individual and of the society stays in communicative competence, in intersubjective communication once unconstrained by external pressures. This conception of self-determination would fit nowadays with the conception of a public space maintained through dialogue, debate and discussion where any citizen would play a part. For Boaventura Sousa Santos, a public space of redistributive democracy implies the emergency of a new social contract, where the State is the articulator, an experimental and democratic State which cares for the right of alternative democratic institutions and for assurance of inclusion and active citizen participation. We are aware of the contribution of these theorists to a perspective of a school as a public space managed by dialogic relations, the aim of education being the competence for self determination, democratic participation and solidarity.

Palavras-chave : Emancipation; communicative rationality; instrumental rationality; emancipatory education; public space.

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