Resumo

BARBOSA, Renata Peres. Essay about the dialectic of enlightenment: reflections and educational provocations. Conjectura: filos. e Educ. [online]. 2019, vol.24, e019036.  Epub 31-Jul-2020. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v24.e019036.

In proposing a Education and emancipation, “Auschwitz does not repeat itself”, Theodor W. Adorno (1995, p. 119), began a reflection on the complicity between Auschiwitz and the historical processes that made it possible, and reveals the contradictions contained in the promises of modernity. Adorno presents a linkage of enlightenment with the principle of domination, exposing how much is intertwined with progress and regression, which gives rise to the pathological constitution of society and individuals who welcome the conditions for barbarities and catastrophes to continue to be reproduced, and which the societies with the technological development in the last permanent layers protected in cultural terms. In this article, we aim to reflect on the formative processes of an instrumental rationality, and to present the possibilities of educational criticism from the dialectic of enlightenment by Theodor Adorno and Max Horkheimer. For this, we propose an evaluation of the arguments of reason and a reflection on the educational philosophical questions, proposed by these authors, a process of reflection on an educational problem. The critical of language held by authors care focuses straight on the theme of the formation and on the political implications in the present pedagogical relations. The horizon that aims to finally point out is a vital task that poses for education is the resource of critical ability to face a look of the administered world, which can be a critical critique on how the objective conditions, an awareness of what conditions which made possible the permanence. This is a bibliographic study.

Palavras-chave : Dialectics of enlightenment; Instrumental reason; Education and emancipation.

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