Abstract

DORNELES, Lucienne. Social implications of subjectivism in contemporary education. Rev. Comunic [online]. 2014, vol.21, n.2, pp.173-182. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v21n2p173-182.

Activist pedagogies have been harshly criticized in many academic circles. The objective of this paper is to analyze the reasons for such criticism. They have focused on the fact that the epistemological basis of constructivist pedagogies, including the current competence and ability-based education, has served to psychologically adjust prospective employees to production standards guided by individual competence; that education has been doing more to promote the individual’s adaptation to the instabilities of the capitalist system than to develop a critical training; and that the subjectivist approach in education can become a trap, because the emphasis on subjectivist individualism can not only extend the crisis in the individual’s education, but accentuate unified conformism, besides weakening the strength of collectivity. This paper is based on critical theory, especially on the works by Adorno (Education and Emancipation, 1995) and by Adorno and Horkheimer (Dialectic of Enlightenment, 1985).

Keywords : Education; Activist Pedagogies; Adaptation; Rationalization; Emancipation.

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