Interações entre a psicopedagogia, a filosofia e a teoria crítica do direito: A busca de um novo critério de validade discursiva em Paulo Freire

João Pedro Ruppert Krubniki

doi:10.5354/0719-5885.2018.50401

Interactions between psychopedagogy, philosophy and the critical theory of law | Revista Pedagogía Universitaria y Didáctica del Derecho

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Interactions between psychopedagogy, philosophy and the critical theory of law

Authors

João Pedro Ruppert Krubniki Universidade Federal de Paraná

Vol. 5 No. 1 (2018)

https://doi.org/10.5354/0719-5885.2018.50401

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Abstract

This article aims to analyze certains theoretical lines of reasoning experienced by the psychopedagogy in the 20th century and it’s insertion on both the so-called living and language’ philosophical paradigms, in order to demonstrate on what extent they aligne or diverge in relation to these paradigms. In a first moment, the article proposes considerations on the emergence of the new philosophical paradigms of the 20th century (the language paradigm and the living paradigm). Then it analyzes some of the theoretical lines of reasoning proposed in the psychopedagogy field (it analyzes the thoughts of Jean Piaget, Lev S. Vygotsky and Paulo Freire), in order to demonstrate how these these theories relate with the philosophical paradigms. At last, the research focus on analyzing Paulo Freire’s ideas, in order to demonstrate the possibility of the creation of a conter-hegemonic speech in the law field, looking on how the effects of the application of his ideas would entail to the critical theory of law

Keywords:

Philosophical paradigms , psychopedagogy , education , liberation , dissent

Author Biography

João Pedro Ruppert Krubniki, Universidade Federal de Paraná

Researcher and Master in Law of the State by the Federal University of Paraná (UFPR). Bachelor of Laws from Ponta Grossa State University (UEPG)

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How to Cite

Ruppert Krubniki, J. P. (2018). Interactions between psychopedagogy, philosophy and the critical theory of law: searching for a new criteria of discursive validity in Paulo Freire. Revista Pedagogía Universitaria Y Didáctica Del Derecho, 5(1), 19–34. https://doi.org/10.5354/0719-5885.2018.50401