Pedagogical Praxis and Educational Practices in Pós-Critical Theory

The changes that occur in the educational field are nourished by the rationality of different paradigms, with post-structuralism and post-modern thinking determining in the (re)configuration of educational practices in contemporary times. This article aims to reflect on the contributions of Post-Critical Theory in the formulation, understanding and development of pedagogical praxis and educational practice in terms of conceptualization and methodology. The proposal comes from the epistemological, social and educational changes brought about by the reflections of the Post-Critical Theory, instigating us to raise elements to promote a dialogue that can collaborate to meet the theoretical-practical demands brought by the referred scientific approach. The ideas are based both on authors who analyze the concept of praxis and educational practices (SOUZA, 2012), as well as on those who validate the influence of the post-structuralist paradigm and post-modern thinking such as Jean-François Lyotard (1984), Gadamer (1997) and Habermas (1987a, 1987b), who approach hermeneutics and dialectics as possibilities of methodological composition for data analysis. And, in this aspect, we anchored, too, with Heiddeger (2005a, 2005b) who helps in the intelligibility of the hermeneutic circle. The intention is to promote reflection on the concept of educational practices and their epistemological implications from the perspective of Post-Critical Theory so that it is possible to understand current social phenomena and, thus, strengthen the methodological proposals that are in line with the problems undertaken by this current theoretical. Our considerations, therefore, provide subsidies that broaden the debate about educational praxis and pedagogical praxis as sine quan non categories in the educational field.