ABSTRACT
This chapter theorizes what is at stake in a process of emancipation from a temporal and educational perspective. It describes and interprets the dynamics through which autonomy evolves and may be regulated. It circumscribes a theoretical framework to organize the way, the educator are going to examine temporal constraints that shape human experiences and more specifically educational ones. If educational phenomena involve heterogeneous temporalities that can be conceived through their mutual interactions, then questioning the emancipatory aim of education may lead to conceive influences such as temporal constraints. Accordingly, temporal constraints refer to the effects of heterogeneous temporalities that confine, bound, restrict or put into tension the operations involved by educational phenomena, such as individual or collective learning, transformation or development. In education as for the rest of social life, the adoption of age norms constitutes a symbolic temporal constraint because it influences the ways one conceives life trajectories, including role transitions, rights, duties, resources, etc.
