Pedagogia radical e inclusiva : nas trilhas de elementos educativos para uma cidadania mais consciente

Abstract

This paper contextualizes tensions and questions about the world economic situation and the incredible social inequality that keeps richer and poorer away, as a starting point, bringing important elements to place the research in face of some basic questions of contemporaneity. In this regard, it presents a comparative study of countries from an international evaluation, offering important subsidies from the world panorama and of how Brazil is far behind from what is expected in this context. It derives reflections in search of the deepest causes of this delay, finding, in the conception of education as a market product and its impasses in the face of neoliberal capitalism, what should be observed, studied, debated and managed the most by educational policies. Thus, it shows the need to think about education beyond the traditional model, seeking, beyond identification, disidentification, re-identification, self-knowledge and emptiness, which foresees an effective detachment from established paradigms towards the state of full citizenship and beyond. To this end, it focuses on the analysis of the Critical and Inclusive Pedagogy of Prof. Dr. Agustín de la Herrán Gascón, seeking contributions to emanate new critical and emancipatory possibilities for the subject. The research problem is clearly pointed out when one asks: how can a general educational proposal of more conscious citizenship be built for human formation, based on the foundations of the Critical and Inclusive Pedagogy? And the general objective goes in this direction when one intends to investigate the possibilities of a proposal of pedagogical fundamentals for more conscious citizenship in human formation, based on the trails of Critical and Inclusive Pedagogy. The methodology carried out in the research is the reconstructive hermeneutics, which seeks to enhance the ability to interpret and position itself before the concern about mercantilization, with labor and daily conveniences of the educational doing, aiming at breaking paradigms and the transcendence of horizons through education. From this point on, the research is concerned in identifying what would be the priority elements for the development of a more conscious state, which enables the cognitive and general emancipation of the subject. The elements stated were: imagination, creative flexibility, experimentation, meditation, logical reasoning, criticality, investigative spirit, virtue, spirituality, and communicative action. This is a key to understanding the research problem since the argumentation and debate are given by the most diverse and respected authors who approach each of these ten elements. The research justifies this approach, quoting, among other issues, the need to constitute a call to the theme with such characteristics in face of the alarming growth of hunger, social and economic inequalities on the planet, which are more than clear social indicators of this conditioning. To this end, the thesis put forward a model of its own that can be useful to underpin a set of policies and educational actions for training, which are applicable at all levels of education. Thus, it presents important conclusions as a response to the proposed research problem, especially for the suggested evolution towards the treatment of themes that privilege the dark side of the human condition, of the unseen, as well as the dark side of the moon, the roots of a tree and, thus, the infrastructure of the human consciousness. Hence, the research reveals the relevance of this construct for the formation and that traditional education, as we know it, is insufficient for "the awakening of the human being".