VOCATION, TRAINING, AND PROFESSIONAL PRACTICE: A DIALOGUE WITH KANT'S ANTHROPOLOGICAL PERSPECTIVE

Abstract

The proposal suggests a pedagogical dialogue within Immanuel Kant's anthropological perspective on sensory impressions of space and time, related to judgments conditioned by human experience, considering human nature and the mastery of reason in diagnosing the social facts of their time. We address these impressions, as well as the author's conceptual discussions on human nature, associated with the school institution that is the object of our study, whose educational project was oriented towards technical and professional training, historically situated in the first half of the seventies of the twentieth century. From this perspective, man is responsible for his freedom, as well as for preserving his morals and judgments, through representations in his time and space, engaging in dialogue with institutional phenomena in teaching and learning. In this essay, we prioritize the discussion surrounding transcendence, experience, phenomenology, and human nature from the perspective of the school institution, highlighting some aspects interpreted in dialogue with Kant's pedagogical writings. In the conceptual understanding of the German author, man fears the misuse of free will, leading him to clarify his capacity for understanding so that he can judge based on analytical, synthetic, and synthetic a priori judgments, which allow us to think about the experiences, needs, and existences of thought itself. Based on Kant, the human being and their nature make it possible to perceive man originally as a being open to transcendence, in relation to institutions and to professional activity as a vocation.