<?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>2236-3459</journal-id>
<journal-title><![CDATA[História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Hist. Educ.]]></abbrev-journal-title>
<issn>2236-3459</issn>
<publisher>
<publisher-name><![CDATA[Associação Sul-Rio-Grandense de Pesquisadores em História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2236-34592023000100122</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/121900</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A CRISE DA FORMAÇÃO: LIMITES DO NEXO ENTRE MAIORIDADE E DEMOCRACIA]]></article-title>
<article-title xml:lang="es"><![CDATA[LA CRISIS DE LA FORMACIÓN: LÍMITES DEL NEXO ENTRE MAYORÍA Y DEMOCRACIA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CRISIS OF EDUCATION: LIMITS OF THE NEXUS BETWEEN ADULTHOOD AND DEMOCRACY]]></article-title>
<article-title xml:lang="fr"><![CDATA[LA CRISE DE LA FORMATION:LIMITES DU LIEN ENTRE MAJORITÉ ET DÉMOCRATIE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dalbosco]]></surname>
<given-names><![CDATA[Claudio Almir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maraschin]]></surname>
<given-names><![CDATA[Renata]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo Instituto de Humanidade, Ciências, Educação e Criatividade Programa de Pós-graduação em Educação]]></institution>
<addr-line><![CDATA[Passo Fundo RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592023000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592023000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592023000100122&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ensaio investiga o problema da crise da formação em Theodor W. Adorno, tomando como interlocução crítica a reconstrução apropriativa de Adriano Januário e confrontando-a com outras interpretações do pensamento de Adorno. Argumenta, ocupando-se com o diagnóstico do tempo presente, com a teoria da quasiformação e com a educação para a maioridade, que para Adorno a pedagogia do esclarecimento baseada na capacidade humana de pensar por si mesmo é um núcleo forte de resistência contra mentalidades fascistas e autoritárias. Reflete também porque a opção de traduzir Mündigkeit por maioridade e Halbbildung por quasiformação não é somente uma questão de estilo, mas principalmente de conteúdo, que sem negar a emancipação (Emanzipation), torna a teoria adorniana da educação como resistência mais coerente com seu próprio diagnóstico de tempo presente desenvolvido nas décadas de 1950 e 1960 do século passado. Na parte final, o ensaio questiona o nexo entre maioridade e democracia pretendido por Adorno, buscado complementá-lo pela noção de democracia como forma de vida de John Dewey. Indica, com isso, uma possibilidade futura de investigação que busca a complementação recíproca das ideias educacionais destes dois autores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El ensayo investiga el problema de la crisis de la formación, en Theodor W. Adorno, tomando como interlocución crítica la reconstrucción apropiativa de Adriano Januário y confrontándola con otras interpretaciones del pensamiento de Adorno. Argumenta, tratándose del diagnóstico del tiempo presente, con la teoría de la cuasiformación y de la educación para la mayoría, que para Adorno la pedagogía del esclarecimiento basada en la capacidad humana de pensar por sí mismo es un núcleo fuerte de resistencia en contra mentalidades fascistas y autoritarias. Refleja aún porque la opción de traducir Mündigkeit por mayoría y Halbbildung por cuasiformación no es solo una cuestión de estilo, sino principalmente de contenido, lo que, sin negar la emancipación (Emanzipation), transforma la teoría adorniana de la educación como resistencia más coherente con su propio diagnóstico de tiempo presente desarrollado en las décadas de 1950 y 1960 del siglo pasado. En la parte final, el ensayo cuestiona el nexo entre mayoría y democracia pretendido por Adorno, buscando complementarlo con la noción de democracia como manera de vida de John Dewey. Así, apunta una futura posibilidad de investigación que busca la complementación recíproca de las ideas educativas de estos dos autores]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay investigates the crisis of education in Theodor W. Adorno, taking Adriano Januário's appropriative reconstruction as a critical interlocution and confronting it with other interpretations of Adorno's thinking. Addressing the diagnosis of the present time, the text argues, with quasi-formation theory and adult education, that for Adorno the pedagogy of enlightenment based on the human ability to think for oneself is a strong core of resistance against fascist and authoritarian mentalities. The essay also reflects on why the option to translate Mündigkeit as adulthood and Halbbildung as quasi-formation is, rather than just a matter of style, mostly a matter of content. Without denying emancipation (Emanzipation), such option makes the Adornian theory of education as resistance more consistent with his own diagnosis of the present time developed in the 1950s and 1960s. In the final part, the essay questions the nexus between adulthood and democracy intended by Adorno, seeking to complement it with John Dewey's notion of democracy as a way of life. Thus, the essay indicates a future possibility of investigation that seeks the reciprocal complementation of the educational ideas of these two authors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;essai investigue le problème de la crise de la formation chez Theodor W. Adorno, en prenant comme interlocution critique la reconstruction appropriative d&#8217;Adriano Januário et en la confrontant à d&#8217;autres interprétations de la pensée d&#8217;Adorno. Il argumente, en s&#8217;occupant du diagnostic du temps présent, de la théorie de la quasi-formation1 et de l&#8217;éducation à la majorité, que pour Adorno la pédagogie de l&#8217;éclaircissement basée sur la capacité humaine à penser par soi-même est un fort noyau de résistance contre les mentalités fascistes et autoritaires. Il reflète également pourquoi l&#8217;option de traduire Mündigkeit par majorité et Halbbildung par quasi-formation n&#8217;est pas seulement une question de style, mais surtout de contenu, ce qui, sans nier l&#8217;émancipation (Emanzipation), rend la théorie adornienne de l&#8217;éducation en tant que résistance plus cohérente avec son propre diagnostic du temps présent développé dans les années 1950 et 1960 du siècle dernier. Dans la dernière partie, l&#8217;essai remet en question le lien entre la majorité et la démocratie voulu par Adorno, cherchant à le compléter par la notion de la démocratie comme mode de vie de John Dewey. Il indique ainsi une possibilité future d&#8217;investigation qui cherche la complémentation réciproque des idées éducatives de ces deux auteurs]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[maioridade]]></kwd>
<kwd lng="pt"><![CDATA[resistência]]></kwd>
<kwd lng="pt"><![CDATA[fascismo]]></kwd>
<kwd lng="pt"><![CDATA[democracia]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[mayoría]]></kwd>
<kwd lng="es"><![CDATA[resistencia,fascismo]]></kwd>
<kwd lng="es"><![CDATA[democracia]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[adulthood]]></kwd>
<kwd lng="en"><![CDATA[resistance]]></kwd>
<kwd lng="en"><![CDATA[fascism]]></kwd>
<kwd lng="en"><![CDATA[democracy]]></kwd>
<kwd lng="fr"><![CDATA[Éducation]]></kwd>
<kwd lng="fr"><![CDATA[majorité]]></kwd>
<kwd lng="fr"><![CDATA[résistance]]></kwd>
<kwd lng="fr"><![CDATA[fascisme]]></kwd>
<kwd lng="fr"><![CDATA[démocratie]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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