Communicology and Education. Possibilities for intersubjective experiences of knowledge
This paper positions Vilém Flusser’s pedagogical propositions in relation to his concept of communication, which in turn is based on his diagnosis of the ethical, aesthetic, and epistemological transformations currently being imposed on societies. The study starts from Flusser's understanding that cultural models are going through a crisis. The core of this crisis lies in uncertainty concerning the consolidation of behaviours, experiences, and knowledge, an uncertainty readily observed in educational structures. Education, a subject not often explored in Flusserian thought, is understood here as ideologically planned communication for social functioning. This understanding is defended here as supporting the construction of more conscious and engaged new knowledge under the crisis conditions Flusser described. Because it resists both objectivation and subjectification of thought, intersubjectivity becomes a goal of education, a potential means of creating dialogic environments.