ABSTRACT
This article aims to examine the notion of democracy as a creative action, based on political reflections developed by John Dewey. Our objective is to highlight that Deweyan educational conception is not separated from a precise analysis of the public space and the problem of deliberation that derives from it and is impregnated with a marked concern for the subject of emotions. We present creative democracy as the foundation for a democratic school, in order to bring together theoretical elements aimed at thinking about the human subject, just as in Dewey’s proposal. Such an investigation will allow us to examine emotions as discursive practices that underline the special role played by discourses and practices in the constitution of subjectivity.
Keywords
Education; Democracy; Rhetoric; Emotions