Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Santos, Natália Ramos dos
 |
| Orientador(a): |
Resende, Anita Cristina Azevedo
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| Banca de defesa: |
Resende, Anita Cristina Azevedo,
Faria, Gina Glaydes Guimarães de,
Bittar, Mona |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação (FE)
|
| Departamento: |
Faculdade de Educação - FE (RG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/11917
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Resumo: |
This paper is vinculated to the line of research Foundations of Educational Processes of the Post-Graduation Program in Education of the School of Education in the Federal University of Goiás and aims to comprehend the conceptions of education present in the academic production that discusses the theme of barbarism and education in the theoretical perspective of T.W. Adorno. It’s about a qualitative research of theoretical-bibliographical character based on T.W. Adorno about the conception of barbarism and civilization, as well as the relationship subject-society, that support the idea of education as a form of resistance to barbarism. It presents the analysis of dissertations and thesis from the Brazilian Digital Library of Thesis and Dissertations that, based on Adorno, treat the theme of barbarism and education and it looks to apprehend the conceptions of civilization, barbarism and education present in these publications. In general, the analyzed papers point to education as one of the main forms of fighting against barbarism, being necessary to chase the ideal of an emancipatory, critical and reflexive education, in order to achieve that goal. The publications also point the obstacles implied by late capitalism, even though they postulate about the necessary permanence of criticism and reflection as ways to overcome the deformation of the formative process, whether it is comprehended by the school mediation or as a cultural formation in a wide sense. These conclusions shead light onto the questioning regarding the limits of formation and thought when it comes to the pressure exerced by the social structure, given that Adorno’s theoretical perspective do not disregard the determination of objectivity in relation to subjectivity. |
