ABSTRACT
This chapter explores how such a resource may enrich reflections that frame the development of pedagogical approaches aiming at emancipation. It focuses on emerging educational conceptions that illustrate and open up new possibilities for development of rhythm-centered pedagogical approaches. The chapter briefly introduces the contributions proposed by Bachelard and Lefebvre around the idea of rhythmanalysis. Freire’s method – as most of those constitutive of critical pedagogies – relies on a pattern of activity (e.g., dialogue, self-reflection and collective gathering) that requires temporal resources that it is assumed people have (e.g., temporal availability and capacity to synchronize and sustain collective action on the long run). The forms of critical pedagogy they enable stress specific rhythmic features inherent respectively to the movement of emancipation, its periodicity and the patterns it may involve. In the French-speaking field of adult education, Pineau’s intuitions and research have been recognized since the 1990s for their significant contribution to the development of life history and biographical approaches.
