Educational horizons of liberation. Sartre introduces Fanon, Dussel re-proposes Freire

Abstract

In a time when democracies are experiencing a crisis of meaning and freedom is invoked by many as the right of the strongest, it seems urgent to us to reflect on some horizons of liberation. The framework of meaning is the Libertarian Pedagogy (Bocci, Gueli & Puglielli, 2020; Codello, 2005; Spring, 2021; Hooks, 2020; De Simone, 2020). In this article we will try to find some keys of interpretation for interpreting the present with educational sensitivity in the cross-dialogue between Sarte, Fanon, Dussel and Freire. Sartre, Fanon, Dussel and Freire are important sources for pedagogical reflexivity and educational proposal (Smith, 2019). The epistemological framework has a hermeneutic character, the reflections of the authors cited are interpreted in the light of a properly pedagogical intentionality. The heuristic approach has a qualitative nature in that it highlights the relationship dynamics between these scholars and the underlying dynamics of contemporary demands. Our aim is to propose a contribution to the pedagogical debate with the intention of at least partially illuminate the political-scholastic rhetoric now at the center of social discussion.