Detalhes bibliográficos
Ano de defesa: |
2013 |
Autor(a) principal: |
Lima, Geraldo Freire de
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Orientador(a): |
Santos, Edmilson Menezes
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Banca de defesa: |
Não Informado pela instituição |
Tipo de documento: |
Dissertação
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Tipo de acesso: |
Acesso aberto |
Idioma: |
por |
Instituição de defesa: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação em Educação
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Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
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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: |
https://ri.ufs.br/handle/riufs/4872
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Resumo: |
The writings of Kant and other philosophers of the Aufklärung, highlighted the importance of that political-intellectual movement to education, making clear the relationship between knowledge and freedom, placing it as both the means and the end of developing knowledge and of an ethical life. This kind of pedagogy focuses on moral education, and on research supports a conceptual ideal of human autonomy. However, the Kant s critical instruments, among them the concept of autonomy were seen as a threat to their own Enlightenment, converted, using any predetermined historical processes, a deceit of the people . This argument was showed in Adorno s (and Horkheimer s) critical technical reason: the Dialectic of Enlightenment. According to Adorno, the development of society from the Enlightenment, that reinforced the role of education and the cultural formation (Bildung), that searched the emancipation of the man, led, inexorably, to its opposite: to the barbarity, to the conformation and to the half-formation . However, in his intervention in the pedagogical discourse, it is observed the development of a concept of education/formation yet based in the idea of emancipation, a concept necessarily debtor to the Kant s idea of autonomy. Thus, through a conceptual analysis, the same time a philosophical, historical and pedagogical s analysis, it will be demonstrated how points and moments such concepts of autonomy and emancipation which approach and move away in their particular intellectuals contexts. In his way one can trace a possible parallel between Adorno s pedagogical thought concerning to Kant s pedagogical thought. |