Educação, indústria cultural e livro didático
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Data
2015-10-16
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Universidade Federal de Goiás
Resumo
This study aims to investigate the Portuguese alphabetization books since
contents, images and activities. It assumes a presupposed statement that the
didactic book plays an important role in the contemporary educational scenario in
Brazil and Portugal, as an instrument that forms values, especially when balancing
the tensions of political, cultural, educational, social and economic contexts.
Considering these aspects, it is possible to establish an intrinsic relation between
didactic books and cultural industry. The study is based upon the Critical Theory of
Frankfurt, as Adorno, Horkheimer and Marcuse, besides other authors as Freitag,
Bittencourt and Magalhães. The concepts that supported the study are: education,
didactic books, cultural industry, merchandise, ideology and publicity. The
questions to be answered in this study are: Which is the relation between cultural
industry and didactic books? Which are possibilities, aiming the reflexive and
critical thinking, for contents and activities since images? In what way the art and
publicity images lead to enlightenment or to puzzlement of contents? The study
shows, on the one hand, that visual content hardly contributes for critical thinking,
and, on the other hand, it contributes to instigate another range of knowledge and
perceptions, as an entrance door to the thinking activity. The analyses point out to
a necessity of enlarging the comprehension of relation between images, contents
and activities beyond themselves, in order to promote the human and cultural
formation instead of cultural industry impositions. The didactic book, as a scholar
instrument, should be problematized, as the lack of criticism reflects a pseudo
formation condition, and, finally, its design has to be based upon an education
conception faced to enlightenment and to emancipation in the Kantian way.
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BRISOLLA, L. S. Educação, indústria cultural e livro didático. 2015. 230 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2015.