The conceptual foundations of professional and technological education from the perspective of the freedom of philosophical criticism
DOI:
https://doi.org/10.15536/reducarmais.10.2026.4416Keywords:
Philosophical education, Formal education, Polytechnic educationAbstract
This article aims to reflect on education from a philosophical perspective as an educational process grounded in the freedom to philosophize and in the search for a way in which human beings justify themselves as thinking beings, as well as to reflect on what is observed as education serving as a political tool within the field of Professional and Technological Education. To this end, the methodology employed in this study consists primarily of a narrative literature review on education and freedom from a philosophical perspective, discussing the freedom to learn and teach and academic freedom; and education and politics from the perspective of the superstructure as a tool of the state. A technical course curriculum integrated into high school at a Federal Network institution was chosen as an example to highlight some points relevant to questioning education in light of philosophical freedom, while also providing a broader perspective on its very existence as such. The challenge suggested here lies in the allusion to a tension arising from objectives that do not always converge: while on the one hand we speak of philosophical and omnilateral education in its broadest sense, on the other hand we observe education as the practical instrumentalization of concepts and ideologies in the implementation of teaching projects.
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