ABSTRACT
This chapter articulates a conceptual framework to conceive the relationship between the rhythms of education and the constraints inherent to them. It frames how the rhythmicity of emancipation can be theorized from an educational perspective. Emancipation determines, as well as it is embedded in, social dynamics that regulate the ways people relate and exercise influence over each other. Such dynamics can be envisioned through specific rhythmic patterns that shape the evolution of changes and transformation as they appear at the level of social institutions and organizations, in people’s individual trajectories and through everyday activities. Theorizing emancipation from a rhythmological perspective does not solve the ambiguities or the contradictions that characterize its relationship to education. It rather provides us with a framework to represent and organize the tensions they reveal from a temporal perspective. Emancipation appears therefore through the capacity to negotiate the meanings, and balance the tensions, that characterize the relationship between continuity and discontinuity.
