História, Razão Instrumental e Educação Emancipativa.

• Ano de defesa: 2007
• Autor(a) principal: Silva Filho, Adauto Lopes da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: http://www.teses.ufc.br
• Palavras-chave em Português: História; Razão instrumental; Industria cultural; Esclarecimento; Educação emancipatória; History; Instrumental reason; Culture industry; Enlightenment; Emancipatory education; Marx,Karl,1818-1883 - Crítica e interpretação; Marx,Karl,1818-1883 - Contribuições em educação; Marcuse,Herbert,1898-1979 - Crítica e interpretação; Marcuse,Herbert,1898-1979 - Contribuições em educação; Adorno,Theodor W.,1903-1969 - Crítica e interpretação; Adorno,Theodor W.,1903-1969 - Contribuições em educação; Pedagogia crítica; Educação e filosofia
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/3360

The central issue in this work is the analysis of the advanced industrial society in the Critical Theory point of view, and re-thinking the meaning of barbarism and domination that is imperative in this viewpoint. Thru Marx’s, Marcuse’s and Adorno’s thinkings, we evidence men’s active role in their historicism, as well as the educational role in this society model. For this purpose we point out Marx’s ontological presuppositions of sociohistorical men’s relations, emphasizing his conception of History and the alienation socially constructed by men themselves. We also emphasize Marcuse’s critique of the Instrumental Reason, pointing out the new individuality patterns that emerge from the technological society, as well as his defense in rescuing the negative thinking as a condition to overcome and transform this society model. We demonstrate Adorno’s analysis of the dominant social relations through culture industry, which ended destroying the individual humane dimension. Based on his analysis, we point out his claims to rescue men’s humanization enabling them to enlightenment and critical reflection, so that they can free themselves of oppression and domination circumstances. We emphasize his beliefs in an emancipatory education which conducts men to the transformation of society. Finally, our work presents Marx’s, Marcuse’s and Adorno’s contributions in making possible this emancipatory and critical education