FROM CRITIQUE TO LIBERATION: KNOWLEDGE AS A TOOL OF EMANCIPATION IN RANCIÈRE AND FREIRE

Abstract

This article aims to highlight the criticisms undertaken by Jacques Rancière and Paulo Freire to traditional pedagogies, as well as to bring to light their proposals in favor of an education aimed at the emancipation and liberation of the subjects. From the postulates of these authors, it is possible to perceive the questioning of the idea of knowledge as a privilege of a few and to know the defense they make regarding the universal capacity to learn and transform reality. In the eyes of these thinkers, the power structures established in society are reflected in education, thus perpetuating inequalities. However, their pedagogies point to transformation through practices that stimulate autonomy and reflection. Emancipation is, therefore, a continuous path of search for truth, through reflection and transformative action, where each individual can emancipate himself and the other, enabling the construction of a more just, humane and egalitarian society.