Epistemological Route toward a Socio-Aesthetic Pedagogy of Symbolic Liberation
DOI:
https://doi.org/10.55873/qs3t2n40Keywords:
aesthetic justice, critical pedagogy, decoloniality, socio-aesthetics, symbolic liberation, techno-feudalismAbstract
This article outlines an epistemological pathway for a socio-aesthetic pedagogy of symbolic liberation, conceived as a critical framework that intertwines the symbolic, the political, and the aesthetic within education. Its objective is to ground a pedagogy capable of decolonizing signs, disputing the distribution of the sensible, and fostering perceptual justice in contexts shaped by digital and cultural colonization. The methodology adopted is hermeneutic-critical, based on theoretical analysis and the systematization of key categories such as symbolic frameworks, configuration of experience, socio-aesthetic resistance, and the pedagogy of symbolic liberation. The main findings reveal that territory must be understood as a symbolic and cultural fabric under dispute, that aesthetic narratives operate as mediations of social justice, and that socio-aesthetic resistance functions as a pedagogical laboratory of emancipation. The article concludes that art education, conceived through this lens, opens horizons for cultural sustainability, social justice, and the creation of alternative possible worlds.
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