Autonomia, reconhecimento e educação.

This paper addresses Honneth’s concept of autonomy from two dimensions\udof his work, distinct, though inseparable. The first one is suggested through the subject’s\udpositive practical self-relation linked to the patterns of reciprocal recognition of love,\udright and social esteem; the second is formulated as non-centered autonomy opposed\udto the present-day criticism of the modern autonomous subject encompassing three\udlevels, namely: the capacity of linguistic articulation, the narrative coherence of life\udand the complementation of being guided by principles with some criteria of moral\udsensitivity to the context. We defend the position that, by metaphysically anchoring\udthe concept of autonomy onto the intersubjective assumptions of his/her theory of\udthe subject, and exploring it linked to the subject’s positive practical self-relation and\udto a non-centered meaning, Honneth has managed to renew it, which allows drawing\udimportant consequences of such effort to the field of education