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Autonomy Revisited: From Rousseau to Freire

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A New Social Contract in a Latin American Education Context

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Abstract

I imagine that the title of Freire’s last book, Pedagogia da autonomia [Pedagogy of Autonomy], came as a surprise for many people. How can one speak of autonomy in the context of the theoretical efforts of the deconstruction of the modern subject, criticized by its abstract and instrumental rationality, for its essentiality, for its autonomy? Is this discussion not dislocated in time and space, that is, a regression in relation to the modernity that one desires to overcome? Could it be that the U.S. publishers were suggesting something more adequate to the present time when they used Pedagogy of Freedom as the title of the North American version.

No one is first autonomous in order to decide afterward. Autonomy grows in the experience of various and innumerable decisions that are being taken.

—Paulo Freire

Following Freire, we may argue that the central question of education today is what role, if any, educational institutions and practices should play in the constitution of the social pact that articulates democracy.

—Carlos Alberto Torres

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Notes

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© 2010 Danilo R. Streck

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Streck, D.R. (2010). Autonomy Revisited: From Rousseau to Freire. In: A New Social Contract in a Latin American Education Context. Palgrave Macmillan’s Postcolonial Studies in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230115293_6

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