A formação cultural em Adorno: o potencial crítico-educativo do cinema

• Ano de defesa: 2019
• Autor(a) principal: Ramalho, Ayza Rafaela Damasceno
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Educação; UFAL
• Palavras-chave em Português: Adorno; Cinema; Educação; Semiformação; Indústria Cultural; Cultural Industry; Movie theater; Half-education; Education; Adorno, Theodor W., 1903-1969; Cultura e educação; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/7211

In a society in which subjects are brutalized, it is necessary to find an escape from such reality and cinema can be one of the options. However, in addition to being an instrument that is sought when the interest is fun, it also brings a potential generator of reflections. In this way, the problem addressed in the study turns on whether the cinema has the possibility of carrying a critical-educational potential in the formation of the individual within a social body governed by the cultural industry that commercializes the art and that results in half-educated subjects. In order to escape from this, it is also presented grounds to think of a critical pedagogy that aims at the autonomy of the subject, so that it can filter the cinema. For this, the methodology used was the bibliographic review and the texts found were treated from an interpretative analysis. Theodor W. Adorno, despite being involved in a controversy over whether or not to consider art cinema, is the scholar who bases the present analysis. The categories used are culture, cultural industry, half-education, aesthetics, emancipation and cinema. The assumptions that have been established are: Adorno's perspective on education for emancipation results in a critical pedagogy; critical pedagogy forms critical subjects with autonomy to filter the cinema; whether cinema, sold by the cultural industry only as a pastime, has a formative content. To achieve the expected result - to show that cinema has a critical-educational potential -, the aesthetic discourses, the philosophy and sociology of art and education were present.