<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492025000100112</article-id>
<article-id pub-id-type="doi">10.26694/rles.v29i59.6121</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO CULTURAL E EDUCAÇÃO NO CONTEXTO DAS RELAÇÕES SOCIAIS CAPITALISTAS: EDUCAÇÃO PARA QUÊ?]]></article-title>
<article-title xml:lang="en"><![CDATA[CULTURAL FORMATION AND EDUCATION IN THE CONTEXT OF CAPITALIST SOCIAL RELATIONS: EDUCATION FOR WHAT?]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN CULTURAL Y EDUCACIÓN EN EL CONTEXTO DE LAS RELACIONES SOCIALES CAPITALISTAS: EDUCACIÓN PARA QUÉ?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Cleonice Aparecida Raphael da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galuch]]></surname>
<given-names><![CDATA[Maria Terezinha Bellanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>29</volume>
<numero>59</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492025000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492025000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492025000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo, de natureza teórica, apresenta uma reflexão acerca do esvaziamento dos processos formativos e educacionais no contexto das relações sociais, fundamentando-se na Teoria Crítica da Sociedade. Analisam-se as implicações das novas relações de trabalho impostas pelo emprego da ciência e da tecnologia como forças produtivas e mecanismos de controle da experiência humana, da mercantilização da cultura e da conversão da informação em conhecimento. Tomando-se como parâmetro que a crise da formação é expressão da crise da sociedade capitalista, conceitos como cultura, indústria cultural, trabalho e indivíduo são utilizados para elucidar os fatores que tendem a promover a padronização da subjetividade, o empobrecimento da experiência do pensamento e a degradação dos sujeitos. Compreende-se que, à medida que a racionalização e a instrumentalização, importantes do ponto de vista da produção, adentram as esferas que são, ou deveriam ser, o espaço da transmissão da cultura como expressão de tudo aquilo que foi produzido pela humanidade e, portanto, da individuação, tal como é o caso da educação, enfraquece o processo de reflexão crítica, fortalecendo a pseudoformação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article, of a theoretical nature, presents a reflection about the emptying of formative and educational processes in the context of social relations, based on the Critical Theory of Society. The implications of the new labor relations imposed by the use of science and technology as productive forces and control mechanisms of human experience, the commodification of culture and the conversion of information into knowledge are analyzed. Taking the formation crisis as a parameter of an expression of the crisis of capitalist society, concepts such as culture, cultural industry, work and the individual are used to elucidate the factors that tend to promote the standardization of subjectivity, the impoverishment of the experience of thought and the degradation of subjects. It is understandable that when rationalization and instrumentalization, which are important from the point of view of production, infiltrate spheres that are, or should be, dedicated to the transmission of culture as an expression of all that humanity has produced, and consequently to individuation, as in the case of education, they weaken the process of critical reflection and thus strengthen pseudo-education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo, de carácter teórico, presenta una reflexión sobre el vaciamiento de los procesos formativos y educativos en el contexto de las relaciones sociales, a partir de la Teoría Crítica de la Sociedad. Se analizan las implicaciones de las nuevas relaciones laborales impuestas por el uso de la ciencia y la tecnología como fuerzas productivas y mecanismos de control de la experiencia humana, la mercantilización de la cultura y la conversión de la información en conocimiento. Tomando como parámetro que la crisis formativa es expresión de la crisis de la sociedad capitalista, se utilizan conceptos como cultura, industria cultural, trabajo e individuo para dilucidar los factores que tienden a promover la normalización de la subjetividad, el empobrecimiento de la experiencia. del pensamiento y la degradación de los sujetos. Se entiende que a medida que la racionalización y la instrumentalización, importantes desde el punto de vista de la producción, entran en los ámbitos que son, o deben ser, el espacio de transmisión de la cultura como expresión de todo lo que ha sido producido por la humanidad y, por tanto, La individuación, como ocurre con la educación, debilita el proceso de reflexión crítica, fortaleciendo la pseudoeducación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação cultural]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Relações Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Experiência]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia.]]></kwd>
<kwd lng="en"><![CDATA[Cultural formation]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Social Relations]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Autonomy.]]></kwd>
<kwd lng="es"><![CDATA[Formación cultural]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Relaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[Experiencia]]></kwd>
<kwd lng="es"><![CDATA[Autonomía.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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