On the term critical living in an emancipatory higher and school education. An eclectic, decolonial and dialectical philosophical perspective.

Abstract

The first objective of this article is to base the term critical life as an epistemological extension of the term critical thinking and the second objective is to reflect on the practical possibilities of the term critical life in different educational contexts. It is exposed that the term critical thinking is strongly influenced by the logic of modernity and colonialism, which puts rationality before affectivity and praxis itself. From the hand of philosophers of education such as Paulo Freire, the importance of developing a transformative critical praxis in different pedagogical environments is defended. It is considered necessary to recognize the epistemic and structural difficulties of formal education for a decolonial pedagogy.