Experience and Childhood
DOI:
https://doi.org/10.25767/se.v32i1.33938Keywords:
Education Philosophy, ChildhoodAbstract
The aim of this text is to articulate two philosophical specificities of education: experience and childhood; in a register of rationality that can be called a regime of possibilities and wandering. In other words, to configure education in a regime that is always open to new ways of thinking and to the plasticity of skills of feeling, thinking, imagining, doing, and communicating. To build processes of emancipation, despite a legacy of bivalent logic that has established privileged ways of thinking, exponentiated in the instrumental reason of the technological-political management of the capitalist model and in the rejection or absence of experience in contemporary societies.
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