Educação escolar: leitura e análise a partir da perspectiva adorniana

• Main Authors: Luciana da Silva Teixeira, Geraldo Balduino Horn
• Format: Article
• Language: English
• Published: Editora Universitária Champagnat - PUCPRESS 2013-01-01
• Series: Revista Diálogo Educacional
• Online Access: http://www.redalyc.org/articulo.oa?id=189129169009
• ISSN: 1518-3483; 1981-416X

The proposal of this article is to reflect about the comprehension of education in the German philosopher’s thought, Theodor W. Adorno. That article intends to show how Adorno’s view about education is intrinsically connected to the criticism of bourgeois so- ciety and, wherefore, with the cultural industry. This understanding is developed from the concept of clarification and the tension present among the teacher’s aspirations re- garding to the challenges they face in their educative practice. The main titles used are: Educação e Emancipação (ADORNO, 2006) and Dialética do Esclarecimento: fragmentos filosóficos (ADORNO; HORKHEIMER, 1985). The central matter we intend to explore is regarded to the relationship which Adorno establish among clarification, emancipation, resistance and autonomy. It is about answering how far clarification takes an individual to resist against what the society establishes as done. The supposed clarification of human- ity and its submission to a totalitarian reason and the cultural industry with its influence on the formation of thoughts and people’s actions are constitutive elements from the suggested analysis. Adorno intends to show that the education would have a resistance power regarded to the chaotic direction which human civilization is taking. It could lead man to reflect about his reality and critically analyze it, not accepting all social imposi- tions as being natural. The Critique Theory, as Adorno understands, shows the historical process of Education production and points to the dimension of a social emancipation task to be developed by school.