A escola como lugar de emancipação política: uma leitura filosófica dos escritos de educação do pensador Adorno

Abstract

The main question of the research was, initially, to digress from Adorno's thoughts regarding the relationship between citizenship and politics and, subsequently, to promote a debate around political education and its cultural configurations. Adorno argues that instrumental reason, instead of emancipating, contributes to the perpetuation of a new barbarism in industrialized capitalist society, and education must transcend the mere reproduction of technical knowledge and skills, promoting the emancipation of individuals. A curriculum is needed that encourages critical thinking and autonomous reflection, as opposed to conformity and memorization. The pressure for quantifiable results and competitiveness are highlighted as factors that limit students' critical capacity, perpetuating domination. Adorno also emphasizes that talent is not an innate attribute, but a social construction influenced by the opportunities and challenges faced by the individual. In this context, educators must act as agents of social transformation, promoting an emancipatory education that questions and influences existing social structures. The analysis reveals that, despite technological advances, education still faces significant challenges in becoming an effective instrument of emancipation. Adorno's theory highlights the need for a profound review of educational practices, aiming to transform the school into an environment that favors the development of criticism, autonomy and sensitivity.