Bildning och eskatologisk subjektivitet

Paulo Freire som politisk bildningsteolog

Abstract

The Brazilian educator Paulo Freire emerges as a prominent figure among educational philosophers of the twentieth century, exerting enduring influence within contemporary discourse on politics and learning, particularly within the realm of critical pedagogy. This article directs its focus towards the theological dimensions of Freire's philosophy, engaging in critical discourse by juxtaposing it with what was previously conceptualized as eschatological education. Drawing upon German theologian Gerhard Sauter's differentiation between radical eschatology and an eschatology aligned with the "theology of history", notably articulated within liberation theology, I illustrate Freire's profound engagement with the historical-eschatological perspective. Subsequently, I investigate the conceptualization of the relationship between eschatology and education within Freire's framework. The central argument posits that while radical eschatological subjectivity, as exemplified by thinkers such as Ivan Illich and Zena Hitz, is nurtured through intensive textual analysis in secluded settings, historical-eschatological subjectivity, characterized by a commitment to political transformation, thrives within egalitarian dialogues aimed at scrutinizing contemporary societal structures. The article concludes by posing inquiries regarding the necessity of specific subjectivities within the current political and ecological milieu, and how educational practices can be organized to foster their realization. The initial part of the article reinterprets Freire's emphasis on the prophetic vocation of the church through an eschatological lens, probing the role of education in shaping what he terms "prophetic subjectivity". Subsequently, attention is turned towards the educational communities envisioned by Freire, assessing them in light of the theological virtues he advocates as central to educational practices among the oppressed. Lastly, Freire's pedagogical methods are scrutinized through the lens of asceticism, elucidating the educational mechanisms involved in cultivating historical-eschatological subjectivity.