<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2012000300022</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Massificação cultural, práticas educativas e autonomia social]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fabiano]]></surname>
<given-names><![CDATA[Luiz Hermenegildo]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Franciele Alves da]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A22">
<institution><![CDATA[,UEM  ]]></institution>
<addr-line><![CDATA[PR ]]></addr-line>
</aff>
<aff id="A22">
<institution><![CDATA[,Companhia Paranaense de Energia  ]]></institution>
<addr-line><![CDATA[PR ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<volume>12</volume>
<numero>37</numero>
<fpage>1065</fpage>
<lpage>1084</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2012000300022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2012000300022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2012000300022&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O recorte proposto por este estudo analisa aspectos fundamentais sobre a formação cultural constituída sob a lógica do capitalismo tardio. Deriva desse contexto, a incorporação de valores de naturalização ideológica e de regressão social. Os pressupostos teórico-metodológicos da Teoria Crítica, desenvolvida pelos pensadores frankfurtianos, especialmente as contribuições de Theodor Adorno e Max Horkheimer, sustentam esse veio de análise. Tal abordagem incide sobre a racionalidade técnica dominante no contexto da sociedade industrial e suas implicações formativas na constituição da consciência social. Num momento histórico em que a mídia tem assumido também um papel formativo na sociedade, é fundamental e urgente uma discussão crítica sobre a interferência da indústria cultural nos processos educativos. Em vista disso, as relações sociais orientadas pela lógica industrial mostram uma temática pertinente à formação de professores, cuja prática é cotidianamente influenciada pela massificação resultante desse modelo de produção material. O enfoque da análise proposta viabiliza uma instrumentação teórica que capacita a reflexão como forma de intervenção nas convenções ideológicas que naturalizam o modelo da organização social vigente. A reflexão, nesse sentido, torna-se prática educativa enquanto ação crítica do comprometimento formativo e cultural da sociedade contemporânea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The cut proposed by this study examines essential aspects of the cultural formation constituted by the logics of late capitalism. The incorporation of values and ideological naturalization of social regression derive from this context. The theoretical and methodological principles of Critical Theory, developed by the Frankfurt School thinkers, especially the contributions of Theodor Adorno and Max Horkheimer support this line of analysis. Such approach focuses on technical dominant rationality in the context of industrial society and its implications on the social consciousness constitution. In this historical moment, in which the media have also assumed a formative role in society, it is essential and urgent to discuss the influence of cultural industry in the educational processes. As a result, social relations guided by industrial logics appears to be a relevant theme to teachers training, whose practice is daily influenced by the mass process which results from this type of material production. The focus of the proposed analysis provides a theoretical instrumentation that enables the reflection to interfere in the conventions that naturalize the ideological model of the existing social organization. The reflection in this sense becomes educational practice acting critically on the formation and cultural commitment of contemporary society.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Crítica]]></kwd>
<kwd lng="en"><![CDATA[Cultural Formation]]></kwd>
<kwd lng="en"><![CDATA[Educational Practices]]></kwd>
<kwd lng="en"><![CDATA[Critical Theory]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Massifica&ccedil;&atilde;o cultural, pr&aacute;ticas educativas e autonomia  social.</h2> <h3>Cultural  massification, educational practices and social aut onomy.</h3>     <p>&nbsp;</p> <h4>Luiz Hermenegildo Fabiano, Franciele Alves da Silva    <br> </h4> </font>      ]]></body><back>
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</article>
