Educação e emancipação em Adorno: contribuições para a formação de professores
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Data
2017-03-21
Autores
Zambel, Luciana [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Para Adorno a educação é emancipatória quando é capaz de proporcionar aos indivíduos uma reflexão crítica sobre a sociedade em que vivem. Nesse sentido, em “Teoria da Semicultura”, de 1959, ao retomar alguns diagnósticos desenvolvidos juntamente com Horkheimer na “Dialética do Esclarecimento”, de 1947, observa que a sociedade contemporânea orientada pelo espírito dominante burguês do século XVIII acabou por obscurecer o sentido crítico presente no próprio conceito de esclarecimento, a exemplo da autonomia e da liberdade. A vigência da dimensão objetiva, adaptativa, segundo Adorno, obscureceu a realização da dimensão subjetiva ou crítica, do conceito, cujo resultado foi a ascensão de um indivíduo submisso, semiculto e incapaz de conduzir o seu destino. Assim destaca Adorno na “Teoria da Semicultura” que diante desse cenário faz-se necessário retomar o conceito de formação a partir do seu duplo caráter, isto é, tanto em sua dimensão objetiva quanto na subjetiva. Para ele, apegar a este e negar àquele significaria obscurecer o conceito de formação. Entende, nesse sentido, que é na tensão dialética entre os dois polos que é possível falar em educação emancipatória. Com efeito, como veremos ao longo dessa dissertação, para que tal questão seja possível torna-se necessário pensar a educação enquanto reflexão crítica, isto é, na condição daquela que possibilita ao indivíduo conduzir-se no mundo de modo consciente. Portanto, a educação enquanto emancipação em Adorno tem um caráter reflexivo crítico por isso suas imensas contribuições a formação de professores, na medida em que lhes possibilitaria uma análise crítica tanto da dimensão objetiva da atividade pedagógica quanto a sua dimensão subjetiva, permitindo-lhes assim uma reavaliação contínua da própria formação docente diante dos desafios do mundo atual.
For Adorno education is emancipatory when it is able to provide individuals with a critical reflection on the society in which they live. In this sense, in 1959, “Theory of Semiculture” when he resumed some diagnoses developed with Horkheimer in the 1947 "“Dialética do Esclarecimento”, he observed that contemporary society guided by the dominant bourgeois spirit of the eighteenth century eventually obscured the critical sense present in the very concept of enlightenment, such as autonomy and freedom. The advent of the objective, adaptive dimension, according to Adorno, obscured the realization of the subjective or critical dimension of the concept, the result of which was the rise of a submissive individual, half-full and incapable of leading his destiny. Thus Adorno points out in the "Theory of Semiculture" that before this scenario it is necessary to retake the concept of formation from its double character, that is, both in its objective and subjective dimensions. For him, to attach to this and deny it would mean obscuring the concept of formation. In this sense, he understands that it is in the dialectical tension between the two poles that it is possible to say in emancipatory education. Indeed, as we shall see throughout this dissertation, for such a question to be possible it becomes necessary to think of education as a critical reflection, that is, in the condition of that which enables the individual to conduct himself in the world in a conscious way. Therefore, education as an emancipation in Adorno has a critical reflexive character because of its immense contributions to the formation of teachers, insofar as it would allow them a critical analysis of both the objective dimension of the pedagogical activity and its subjective dimension, thus allowing them a Re-evaluation of teacher education itself in the face of the challenges of today's world.
For Adorno education is emancipatory when it is able to provide individuals with a critical reflection on the society in which they live. In this sense, in 1959, “Theory of Semiculture” when he resumed some diagnoses developed with Horkheimer in the 1947 "“Dialética do Esclarecimento”, he observed that contemporary society guided by the dominant bourgeois spirit of the eighteenth century eventually obscured the critical sense present in the very concept of enlightenment, such as autonomy and freedom. The advent of the objective, adaptive dimension, according to Adorno, obscured the realization of the subjective or critical dimension of the concept, the result of which was the rise of a submissive individual, half-full and incapable of leading his destiny. Thus Adorno points out in the "Theory of Semiculture" that before this scenario it is necessary to retake the concept of formation from its double character, that is, both in its objective and subjective dimensions. For him, to attach to this and deny it would mean obscuring the concept of formation. In this sense, he understands that it is in the dialectical tension between the two poles that it is possible to say in emancipatory education. Indeed, as we shall see throughout this dissertation, for such a question to be possible it becomes necessary to think of education as a critical reflection, that is, in the condition of that which enables the individual to conduct himself in the world in a conscious way. Therefore, education as an emancipation in Adorno has a critical reflexive character because of its immense contributions to the formation of teachers, insofar as it would allow them a critical analysis of both the objective dimension of the pedagogical activity and its subjective dimension, thus allowing them a Re-evaluation of teacher education itself in the face of the challenges of today's world.
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Palavras-chave
Educação, Emancipação, Professores, Education, Emancipation, Teachers