EDUCATION AND FREEDOM: A PHENOMENOLOGICAL CONCEPTION

Abstract

The present study aims to investigate, based on the fundamental concepts of the works of Husserl and Sartre, such as consciousness, freedom and intentionality, which require a rigorous and deep reflection on education. The problem of research is developed during the possibilities of education as historical and critical rationality, capable of promoting, to some extent, the openness to being, whether this openness is of an ethical, social or epistemological order. The research raises a reflection on the phenomenological conception of education that must initially reflect on the essence of education itself and its meaning. The analyses of the study lead us to understand that it is necessary to tirelessly seek to rethink the meaning of educational action, to rescue the concept of education as a project that must be built towards a specific end and, therefore, constitutes a free and responsible action. The phenomenological understanding of education implies knowing human reality as a project freely set by historically and culturally situated individuals. In this way, each student is a pole of intentionality, a consciousness from which the world is placed.