Resumo

SANTOS, TIAGO SOARES DOS  e  ECKSTEIN, LUIZ CARLOS. Enlightenment and Education in Adorno and Horkheimer. Rev. Comunic [online]. 2015, vol.22, n.2, pp.111-122. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v22n2p111-122.

This paper presents the concept of enlightenment found in the work Dialectic of Enlightenment, by Theodor Adorno and Max Horkheimer (1985). The authors argue that enlightenment serves to lead men to the status of masters of nature, dominating and submitting it according to their interests and needs. The ideas developed by these thinkers dialogically and comparatively address the issue of modern enlightenment and myths. The conclusion offered by these members of the Frankfurt School is that myth already had an enlightening character as to nature and that modern enlightenment has appropriated the pre-established mythical truths, raising its speech on the sole criterion of the truth of objects. This prevailing discourse is possible through the supposed neutrality and scientific objectivity that seem to occupy a metaphysical and religious space in social ideals. The proposal for overcoming the hegemonic power of modern science is possible by means of a critical education. The critical theory of education understands that the subject is inserted within a given world. However, the subject must actively collaborate in the construction of the world in which he lives, thus becoming the antithesis working in the construction and transformation of the existing society. In order to this dialectic insertion to happen, the subject must understand the existing social structure. Therefore, it is necessary that education not only promotes the reproduction of the existing knowledge, but sensitizes and stimulates new knowledge and interpretations of the facts, so that a new social order is established. This need should consider the teacher and the student in a perspective that emancipates all those involved, prevents the normalization of barbarism, and instigates the reflection and creation of righteous, equal, emancipated, and autonomous citizens.

Palavras-chave : ENLIGHTENMENT; EDUCATION; PHILOSOPHY.

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