DIALOGUE FOR CULTURALLY EMANCIPATORY EDUCATION BETWEEN FRENCH PHILOSOFHY PEDAGOGY

Abstract

This study aimed to investigate the dialogue between contemporary French philosophy and Paulo Freire's critical pedagogy, articulated with contributions from other authors, to ground a proposal for culturally emancipated education. The analysis reveals a profound complementarity that overcomes the limitations of each tradition in isolation. French philosophy, represented by Foucault, Derrida, and Deleuze, provides a sophisticated analytical framework for uncovering the micropolitical mechanisms of power and normalization operating within educational institutions. However, its nature is predominantly diagnostic, lacking applicable pedagogical proposals. It is precisely in this gap that Paulo Freire's pedagogy inserts itself with unique effectiveness, converting critique into method through the problematization of lived reality, the valorization of student knowledge, and conscientization. The synthesis between these traditions generates guiding principles for emancipatory education: French philosophy provides the tools to denaturalize structures of domination, while Freire offers the ethical-political and methodological framework for their overcoming. From this dialogue emerges the necessity of a decolonial pedagogy that, incorporating an ecology of knowledge, combats epistemicide through critical interculturality. Didactics must be rethought along dialogical lines, replacing vertical transmission with collaborative processes. This dialogue establishes a radically democratic educational paradigm that fuses analytical rigor with a concrete emancipatory project, transforming schools into territories of hope and collective construction of liberating knowledge. The investigation demonstrates that the dialogue between contemporary French philosophy and Paulo Freire's critical pedagogy constitutes a fundamental theoretical axis for culturally emancipatory education.