A “desmitologização” da educação a partir de Theodor W. Adorno

• Ano de defesa: 2010
• Autor(a) principal: Silva, Alex Sander da
• Orientador(a): Hermann, Nadja Mara Amilibia
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; RAZÃO; DIALÉTICA; ADORNO, THEODOR W. - CRÍTICA E INTERPRETAÇÃO; EDUCAÇÃO - ASPECTOS FILOSÓFICOS
• Link de acesso: http://hdl.handle.net/10923/2865

This study has as its basic point to discuss the education formative rationality. That does not mean arbitrarily the education refers to a particular epistemological orientation, much less, to do only a dismissal of his senses of rationality. It would, rather, to ponder the ability to consider opening their own educational rationale to understand the epistemological and social issues changes contemporary. It is, therefore, to understand the education linked to a profound shift in their educational theories and practices. The aim, is thus, to investigate the extent about to the education is a key resource for critical training of individuals and even where its boundaries lie. The main objective is to discuss the de-mythologizing of the concept, to analyze the aesthetic dimensions of education-training. This work wants to face the following back question is: Is it possible to demythologize the education without demythologize the rationale (instrumental reason), without demythologize the science, the technology (technologies), the system and the capitalist mode of production? Thus, it defines the following problem: How to think about education as part of the persistence of instrumental reason? That way you can think of it in terms of contribution to the de-mythologizing of its concept today? The frame of this work inserts within the universe of issues of critical theory of Theodor W. Adorno. Adorno brings an important contribution to place education in the context of persistence of instrumental reason in the present. In it's supposed to need to move forward to the critical of the concept of education for the majority. This will allow the questioning of the theoretical positions and practices of persistent instrumental rationality that is imperative in Education. The goal is to relate the concept of education with critical developments that aim to counteract the warping process brought by instrumental reason today. It means, therefore, rethink education from the teaching of potentially critical theory of Adorno. This theory, in the sense that we know, is one of the characteristics of the explicit recognition of their relationship with the social objectivity, which seeks a critique mediation of training.