Prefiguració i pedagogia crítica emancipadora

Resumen

The intersection of contemporary discussions about prefiguration and the field of education offers an interesting entry point from which to approach the orientation of imaginaries and practice in educational and social situations marked by injustice and exclusion. Critical pedagogy argues that education can be emancipatory and offers a collection of real-world mediations to pursue social justice through a sustained, critical approach to all forms of oppressive systems, including those of neoliberalism. In terms of a Freirean approach to conscientization, contemporary social movement organisations may be required to identify ‘generative themes’ that can develop into liberating, emancipatory themes. Richard Day has provided a useful lens for interpreting this evolution, describing the shift from a vision of social transformation informed by the concept of hegemony to one inspired by ‘affinity’. This increasingly influential approach is based on progressive, horizontal modes of organization and decision-making. It proposes a new reading of anarchism filtered through several post-structuralist and post-Marxist influences. This chapter explores how, in theoretical terms, ideas and principles from critical pedagogy might enrich the prefigurative visions of specific social movement organizations committed to ecological transition, ecofeminism and social transformation.