É possível a construção de políticas públicas emancipatórias em educação?

Abstract

This paper proposes the construction of new spaces for democratic debate, called new agoras, which would form systems or networks for constructing educational policies. The systems would be non-hierarchical, where each part feeds and is fed by the others, and each new agora would be guided by ethical knowledge, emancipatory knowledge and multiculturalism. The paper also proposes a reconfiguration of the state — also guided by ethics and multiculturalism — which we call the coordinator-articulator state. We argue that this autopoietic system, in synergy with the coordinator-articulator state, would lead to the formulation of emancipatory education policies. Rather than seeking "the" alternative, the aim is to develop a theoretical proposal that will permit the elaboration of public policies that have emancipatory projects as their aim.