Abstract

STEFANUTO, Jéssica Raquel Rodeguero  and  BUENO, Sinésio Ferraz. Contradictions of progress and ambiguities of education: a discussion from Dialectics of enlightenment. Conjectura: filos. e Educ. [online]. 2017, vol.22, n.3, pp.500-516. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v22.n3.6.

The present work aims to discuss implications of the dialectic of enlightenment, discussed in the homonymous work of Adorno and Horkheimer, for education. To do so, we turn to the central questioning of the work about the permanence of barbarism even in societies with democratic pretensions and despite the unfolding of the civilizing process and the notorious technical and scientific progress that characterizes our time. The fundamental arguments of the work cited are taken up again in relation to its context of production. Elements such as the contradictions that are immanent to culture, the necessary self-reflection of thought, dealing with fear and with other affections resulting from non-fulfillment of the emancipatory promise of culture, the mathematization of science and the expulsion of the immeasurable and the subjective are thought of as implications of the dialectics of enlightenment for the educational field. It is argued that education, although precariously, is par excellence the scope both for the formation of new generations and the production of knowledge, which makes it rich in possibilities both to foster the emancipatory aspects of culture and to reproduce and deepen the our time disasters, which indicates the importance of this reflection. It is sought, to some extent and in order to deepen the argumentative scope, to refer other works of firstgeneration Frankfurtians as well as works by researchers who are engaged in updating theoretical production in this field of knowledge. As a conclusion, the tasks of education are pointed out, as well as aporias that need to be further thought when one agrees with the intrinsically emancipatory purpose of formation.

Keywords : Critical Theory of Society; Education; Dialectic of Enlightenment; Self-Reflection of Thought.

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