Autoritarismo, fascismo e educação: ainda a premência de que Auschwitz não se repita
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Data
2021-05-24
Autores
Ferreira, João Vicente Hadich [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A discussão proposta parte do alerta adorniano de que o imperativo primeiro de toda educação é o de que Auschwitz não se repita. Mais que um campo de extermínio nazista na Polônia, Auschwitz é o horror que nunca deveria ter acontecido. É a irrupção na história da barbárie perpetrada. Na dialética entre civilização e barbárie, Auschwitz é a regressão. Mas não é uma regressão que acabou. É a que se instalou. Nestes tempos sombrios, vivemos um continuum: do nazifascismo daquele momento chegamos ao fascismo do nosso tempo. No período do capitalismo tardio, as condições sociais vigentes, o processo de formação das subjetividades e a manipulação destas pelos mecanismos da propaganda fascista, de acordo com os frankfurtianos, confluíram para o estabelecimento da barbárie. Na atual conjuntura, de exacerbação do autoritarismo e de projetos autocráticos, a hipótese a se considerar é que temos uma atualização destes elementos sob a égide do neoliberalismo e do advento das Redes Sociais, além da potencialização da capacidade de manipulação das subjetividades dos existentes pelo uso dos algoritmos. Neste entendimento, a correlação entre o autoritarismo, o fascismo e o papel da educação, explicitados no título proposto de nossa tese, estreita-se na clássica premissa de Educação após Auschwitz formulada por Adorno. O problema se apresenta: é possível, ainda, educar numa civilização cujo legado tem sido a barbárie? Nosso problema é político. No contexto do problema, o objetivo se estabelece: refletir sobre a questão do fascismo, no sentido de se pensar a educação como condição de emancipação. Utilizamos como metodologia a pesquisa em fontes bibliográficas, especialmente os textos de Adorno (1965; 1995, 2015), Adorno e Horkheimer (1985), Hannah Arendt (2004b; 2010; 2011), Walter Benjamin (2012) e Guy Debord (1997), entre outros. Na organização dos estudos, estruturamos a tese da seguinte forma: Introito; Primeiros ensaios: preâmbulo; Capítulo I – La personalidad autoritaria: contexto e breve histórico de um estudo referencial; Capítulo II – Sobre a pesquisa dos frankfurtianos: a inadequação prévia com o aparato conceitual do marxismo e o papel da psicanálise na elaboração da Escala F; Capítulo III – Da dialética entre civilização e barbárie: do esclarecimento da razão e da atmosfera do fascismo; Capítulo IV – Repercussões da pesquisa na crítica ao fascismo: o continuum de Auschwitz; Considerações sobre o campo educativo: por uma educação emancipadora. Neste sentido, a proposta de uma educação emancipadora encaminha para a formação política, ou seja, uma educação que prepare para a vida política, no sentido do inter homines esse – “estar entre os semelhantes”. Diferentemente da esfera privada – espaço do cuidado, da proteção e do suprimento das necessidades da existência –, a esfera pública é lócus da política, o espaço da democracia e onde o homem é livre para agir e mudar a história e o mundo. Se a primeira referenda o amor à vida, em sua preservação, a segunda exige o amor ao mundo, pois o que está em jogo na política não é a vida individual, mas a existência humana. Neste contexto, o pensamento como autorreflexão, é condição necessária para evitar a banalidade do mal.
The proposed discussion is based on the adornian warning that the first imperative of all education is that Auschwitz should not be repeated. More than a Nazi extermination camp in Poland, Auschwitz is the horror that should never have happened. It is the irruption in the history of barbarism perpetrated. In the dialectics between civilization and barbarism, Auschwitz is regression. But it's not a regression that's over. It's the one that settled in. In these dark times we live a continuum: from nazifascism of that moment we come to the fascism of our time. In the period of late capitalism, the prevailing social conditions, the process of formation of subjectivities and their manipulation by the mechanisms of fascist propaganda, according to the frankfurtians, have conminated to the establishment of barbarism. In the current conjuncture, of exacerbation of authoritarianism and autocratic projects, the hypothesis to be considered is that we have an update of these elements under the aegis of neoliberalism and the advent of Social Networks, in addition to the potentiation of the capacity to manipulate the subjectivities of existing ones by the use of algorithms. In this understanding, the correlation between authoritarianism, fascism and the role of education explained in the proposed title of our thesis, is close to the classic premise of Education after Auschwitz formulated by Adorno. The problem presents itself: is it still possible to educate in a civilization whose legacy has been barbarism? Our problem is political. In the context of the problem, the objective is established: to reflect on the issue of fascism, in the sense of thinking about education as a condition of emancipation. We used as methodology the research in bibliographic sources, especially the texts of Adorno (1965; 1995, 2015), Adorno and Horkheimer (1985), Hannah Arendt (2004b; 2010; 2011), Walter Benjamin (2012) and Guy Debord (1997), among others. In the organization of the studies, we structure the thesis as follows: Introite; First trials: preamble; Chapter I - La personalidad autoritaria: context and brief history of a reference study; Chapter II – On the frankfurtian research: the previous inadequacy with the conceptual aparation of Marxism and the role of psychoanalysis in the elaboration of the F-Scale; Chapter III – The dialectic between civilization and barbarism: the clarification of reason and the atmosphere of fascism; Chapter IV - Repercussions of research on the critique of fascism: the continuum of Auschwitz; Considerations about the educational field: for an emancipatory education. In this sense, the proposal of an emancipatory education leads to political formation, that is, an education that prepares for political life, in the sense of inter homines esse – "being among the like". Unlike the private sphere – a space of care, protection and supply of the needs of existence, the public sphere is the locus of politics, the space of democracy and where the man is free to act and change the history and the world. If the first refers to the love of life, in its preservation, the second demands love for the world, for what is at stake in politics is not individual life, but human existence. In this context, the thought as self-reflection is a necessary condition to avoid the banality of evil.
The proposed discussion is based on the adornian warning that the first imperative of all education is that Auschwitz should not be repeated. More than a Nazi extermination camp in Poland, Auschwitz is the horror that should never have happened. It is the irruption in the history of barbarism perpetrated. In the dialectics between civilization and barbarism, Auschwitz is regression. But it's not a regression that's over. It's the one that settled in. In these dark times we live a continuum: from nazifascism of that moment we come to the fascism of our time. In the period of late capitalism, the prevailing social conditions, the process of formation of subjectivities and their manipulation by the mechanisms of fascist propaganda, according to the frankfurtians, have conminated to the establishment of barbarism. In the current conjuncture, of exacerbation of authoritarianism and autocratic projects, the hypothesis to be considered is that we have an update of these elements under the aegis of neoliberalism and the advent of Social Networks, in addition to the potentiation of the capacity to manipulate the subjectivities of existing ones by the use of algorithms. In this understanding, the correlation between authoritarianism, fascism and the role of education explained in the proposed title of our thesis, is close to the classic premise of Education after Auschwitz formulated by Adorno. The problem presents itself: is it still possible to educate in a civilization whose legacy has been barbarism? Our problem is political. In the context of the problem, the objective is established: to reflect on the issue of fascism, in the sense of thinking about education as a condition of emancipation. We used as methodology the research in bibliographic sources, especially the texts of Adorno (1965; 1995, 2015), Adorno and Horkheimer (1985), Hannah Arendt (2004b; 2010; 2011), Walter Benjamin (2012) and Guy Debord (1997), among others. In the organization of the studies, we structure the thesis as follows: Introite; First trials: preamble; Chapter I - La personalidad autoritaria: context and brief history of a reference study; Chapter II – On the frankfurtian research: the previous inadequacy with the conceptual aparation of Marxism and the role of psychoanalysis in the elaboration of the F-Scale; Chapter III – The dialectic between civilization and barbarism: the clarification of reason and the atmosphere of fascism; Chapter IV - Repercussions of research on the critique of fascism: the continuum of Auschwitz; Considerations about the educational field: for an emancipatory education. In this sense, the proposal of an emancipatory education leads to political formation, that is, an education that prepares for political life, in the sense of inter homines esse – "being among the like". Unlike the private sphere – a space of care, protection and supply of the needs of existence, the public sphere is the locus of politics, the space of democracy and where the man is free to act and change the history and the world. If the first refers to the love of life, in its preservation, the second demands love for the world, for what is at stake in politics is not individual life, but human existence. In this context, the thought as self-reflection is a necessary condition to avoid the banality of evil.
Descrição
Palavras-chave
Fascismo, Educação, Emancipação, Política, Esfera pública, Fascism, Education, Emancipation, Politics, Public sphere