<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122020000100504</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v25.dossie.4</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Racionalidade instrumental, fascismo e Educação na contemporaneidade]]></article-title>
<article-title xml:lang="en"><![CDATA[Instrumental rationality, fascism and education in contemporarity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[João Vicente Hadich]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bueno]]></surname>
<given-names><![CDATA[Sinésio Ferraz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual do Norte do Paraná Centro de Ciências Humanas e da Educação Curso de Pedagogia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,UNESP Departamento de Filosofia Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122020000100504&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122020000100504&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122020000100504&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este ensaio tem como base inicial o conflito estabelecido a partir da visão mecanicista da natureza na ciência moderna, contraposto ao finalismo metafísico anterior. Nesse viés, interessa-nos seus desdobramentos com o surgimento daquilo que Adorno e Horkheimer chamaram de razão instrumental e os comprometimentos que parecem estar subjacentes nas bases do processo educativo contemporâneo. Pautado mais pelo pragmatismo econômico e cientificista do que na percepção da Educação como um processo humanizador e emancipador, encontramos um mundo cada vez mais avançado tecnologicamente, interconectado e pretensamente socializado virtualmente, mas, em paradoxo, vivencia retrocessos no campo das conquistas políticas e sociais. A partir da Revolução Científica na Modernidade e de suas bases mecanicistas, o mundo interpretado na perspectiva da razão subjetiva &#8211; entenda-se instrumental, como nos esclarece Horkheimer (2015) &#8211; passa a ser compreendido mecanicamente, desconsiderando-se sua finalidade ou o finalismo das coisas. O controle da natureza, daquilo que nos assustava e do homem, em sua condição de racionalidade, tomado pelo processo civilizatório e esclarecedor, transformou-se, ao longo dos anos, numa racionalidade não emancipatória, mas instrumentalizadora da nossa própria existência, condição que permitiu o surgimento do fascismo e que continua a alimentar e manifestar os sinais da barbárie que ainda paira no horizonte, como já nos alertava Adorno em Educação após Auschwitz (1995). Entendido como um fenômeno projetivo pelo filósofo, a partir de uma patologia narcísica, o discurso fascista traz, em sua base, o conceito de &#8220;estranho e familiar&#8221;, em que o outro é o diferente que lembra ao agressor as próprias mazelas, aquelas com as quais ele não lida e que espelham a si mesmo. Catalisado pelo discurso de ódio disseminado de forma repetida pelo líder, o in-group dos fascistas encontra, no out-group, os grandes inimigos. Implantar seu projeto, sua ideologia, é o que está em jogo. Na contramão, talvez pensar a Educação como elemento de ruptura e desnudamento das contradições que são ocultadas numa sociedade pautada pelo mecanicismo moderno e regulada por uma racionalidade instrumental que coisifica as consciências e manifesta, em seu uso cotidiano, a administração do existente e não suas possibilidades emancipatórias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay has asan initial base the established conflict from nature&#8217;s mechanistic view in modern science, counterposed to the previous methaphysical finalism. Following that perspective, interestsus it&#8217;s deployment al on gwith the origin of what Adorno and Horkheimer called instrumental reason and the commitments that seems to be underlying in the foundations of the contemporary educational process. Based more on economic and scientific pragmatism than on the perception of education as a humanizing and emancipating process, we find a world increasingly technologically advanced, interconnected and allegedly virtually socialized, but paradoxically, experiencing setbacks in the field of political and social achievement. From the Scientific Revolution in Modernity and its mechanistic bases, the world interpreted from the perspective of subjective reason &#8211; known as instrumental, as Horkheimer (2015) clarifiesus &#8211; be comes mechanically understood, disregarding it&#8217;s purpose or the finalism of the things. The control of nature, of what frightened us, and of the man in his condition of rationality, taken by the civilizing and enlightening process, have become, over the years, a non-emancipatory but instrumentalizing rationality of our own existence. A condition that allowed the emergence of fascism and that continues to feed and manifest the signs of barbarism that still looms on the horizon, as Adorno warned us in Education after Auschwitz (1995). Understood as a projective phenomenon by the philosopher, based on a narcissistic pathology, the fascist discourse has in its foundations the concept of &#8220;strange and familiar&#8221;, in which the other is the different that reminds the aggressor of his own ills, those with which he does not handleand that mirrors him self. Catalyzedby the hate speech repeatedly disseminated by the leader, the fascist in-group finds the great enemies in the out-group. To implementh is project, his ideology is what is at stake. On the contrary, perhaps to think Education as an element of rupture and denudation of the contradictions that are hidden in a society based on the modern mechanism and regulated by an instrumental rationality that objectifies consciousnesses and manifests, in it&#8217;s daily use, the administration of what exists and not its emancipatory possibilities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Fascismo]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Emancipação]]></kwd>
<kwd lng="en"><![CDATA[Fascism]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Emacipation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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