Abstract
Resumo Este artigo apresenta contribuições de Jürgen Habermas e Paulo Freire para a constituição de sujeitos crítico-reflexivos e suas implicações nos processos de ensino/pesquisa/extensão no campo dos Estudos Organizacionais. Mostramos que intersubjetividade e dialogicidade são condições para o entendimento entre sujeitos e é justamente por meio delas que ocorre sua constituição em um processo que é dialógico, pedagógico e político. Freire e Habermas oferecem elementos para desconstruir a lógica instrumental dominante e fornecem bases para a reconstrução de possibilidades inéditas/viáveis de formas de organizar e gerir. A partir disso, este artigo destaca a importância dos Estudos Organizacionais ampliarem o foco das possibilidades de ensino/pesquisa/extensão e direciona-os para um engajamento comunicativo e dialógico, ultrapassando as fronteiras das universidades. Essa reconstrução indica aos pesquisadores que participem de diferentes arenas públicas, do debate e da construção de problemas, em processos de resistência, da visibilidade e dramatização de questões problemáticas. Nos caminhos de Freire e Habermas, os Estudos Organizacionais não podem apenas desenvolver uma crítica à distância: é preciso coparticipar, co-agir, co-operar e coconstruir com os públicos em que se engajam.
Highlights
The possibility of subject formation is a topic discussed in the works of both Jürgen Habermas and Paulo Freire, authors usually studied in relatively different fields who, present prolific possibilities to the Organizational Studies through their approximations and complimentary aspects as critics
Habermas (2012a, 2012b) and Freire (1984, 2001) demonstrate this well, since they were always interested in a practice guided by communication and critical thinking
After over 10 years, Lara and Vizeu (2017) discuss Habermas’ legacy as Frankfurtian and present advancements in the articulation with the field of Organizational Studies. They advocate “Habermas’ thought should be studied in Organizational Studies alongside Frankfurt School Critical Theory, with possibilities of advancements on research over organizational communication, discourse and ethics, reinforcing the political role of the organizations in society” (LARA and VIZEU, 2017, p. 1)
Summary
The possibility of subject formation is a topic discussed in the works of both Jürgen Habermas and Paulo Freire, authors usually studied in relatively different fields who, present prolific possibilities to the Organizational Studies through their approximations and complimentary aspects as critics. This theoretical essay presents the contributions of Jürgen Habermas and Paulo Freire to the formation of critical-reflective subjects and their implications on the processes of teaching-research-extension within the field of Organizational Studies. Attempting to do so: a) reconstructive dialogues were built (PAES DE PAULA, 2015) between specific concepts form Freire and Habermas, which emphasize the inter-subjective character of the formation and transformation of subjects; b) we argue that Freire and Habermas contribute to the shifting from the paradigm of the philosophy of consciousness to the philosophy of language paradigm and are important to the construction of a dialogical theory of the social subject (MORROW and TORRES, 2002); c) we demonstrate the contribution of these concepts to the field of Organizational Studies, especially to areas marked by communication, dialogue and engagement with different publics; and d) these theories give foundation to a notion of “Public” Organizational Studies, in the sense that researchers engage with different actors and social groups and seek to make public and co-develop knowledge, beyond the frontiers of the University. By choosing communication and dialogue, as Habermas and Freire do, there are epistemological gains and benefits for the practices, academic and otherwise, in viewing that it is possible to establish communication between different understandings and knowledge. Habermas (2012a, 2012b) and Freire (1984, 2001) demonstrate this well, since they were always interested in a practice guided by communication and critical thinking
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