Indústria cultural, autonomia e formação em adorno

• Ano de defesa: 2018
• Autor(a) principal: Oliveira, Renan Anderson de
• Orientador(a): Mühl, Eldon Henrique
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Faculdade de Educação – FAED
• País: Brasil
• Palavras-chave em Português: Educação; Indústria cultural; Pensamento crítico
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.upf.br/jspui/handle/tede/1687

The present research aims at reflecting on the present of the concept of semiformation from a critical reading of the cultural industry, from the transformations taken in the course of the XX and XXI centuries, especially the changes generated by the globalized late-capitalism. From the thinking of Theodor Adorno we will try to approach the concept of semiformation, based on three texts: Education and emancipation, Cultural industry and Semiformation theory. The central objective of the research is to describe and analyze the concept of semiformation, in which the formative process loses its references to the multiple forms of barbarism. In addition, we will explain how instrumental rationality, which in the attempt to enlighten the enlightened, autonomous and free human being, has triggered new forms of domination and annihilation of critical thinking, ecosystems and life forms. Faced with the context of contemporary societies of domination and instrumentalization of the ways of thinking, education still presents an emancipatory potential that makes the subjects capable of elaborating a critical reading of reality. In the Adornian conception education develops from two processes: adaptation and resistance. If the educational process initially aims at the adaptation of individuals to the social environment in which they live, its second fundamental characteristic is the resistance to historical processes, through a critical thinking and committed to social transformation. The conjuncture that permeates and permeates education is demarcated preponderantly by the mercantilist logic fixed under the imperative of capitalism, in which the mass media and mass culture are decisive factors in the reproduction of a model of society in which practically everything happened to be understood as commodity. This disturbing situation demands the rethinking of alternatives in view of an emancipatory, critical and resistance education to the return of barbarism, to the deformative processes of culture influenced by new digital technologies and by late capitalism.