Pensamento pós-crítico, currículo e teoria crítica: aproximações, tensões

Abstract

The present research intends to carry out a critical analysis of the modern epistemological problematic in the educational field, with emphasis for the studies of the curricular theory. The proposal was to analyze the reception of post-critical thinking in curriculum studies, in order to understand the field of philosophical educational problematization about critical and post-critical theory in the face of the limitations of the modern project. The project of modernity is developed with reference the reason, the progress, the emancipation and the freedom, and places in the subject the capacity to confront the plurality of individual subjects with a universal and objective content. However, modern reason assumes a totalitarian character that excludes what does not fit into its laws, and the multiplicity of experience, necessary for human formation, is neglected by the blindness of logical formalism. There are innumerable criticisms, radical questions that put under suspicion basic principles, among them, the possibility of emancipation and the rational subject. Criticism articulates the post-critical discourse, the delegitimation of modern pedagogical meta-narratives, which dispenses with universality and any conceptual mediation, rests on contingency, ephemeral, multiplicity, understanding reality in its discursive constitution. The point raised here is that post-critical discourse falls on an unavoidable irrationalism, in the "cult of irrational immediacy" (ADORNO, 2009, p.15), on the field of the culture instrumentalization, excluding potential critics, resignation to new forms Of domination behind the discourse of freedom, which makes its reception in the educational field inconsistent. We present the negative dialectic as a methodological option to mobilize the concept of difference, as a more adequate theoretical support, which allows us to perform a reading beyond the absolute singularity of the empirical plane. The negative dialectics presuppose the movement of confrontation of the individual with universality, so that the potentials of the object can be realized historically, and that the difference and multiplicity of experience, subsumed by scientific procedure, can emerge from this confrontation. This is a bibliographical research.