Semiformação e barbárie: as contribuições de Theodor W. Adorno para pensar a educação

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Universidade Federal de Goiás


This paper aims to understand the relation between education, semi-formation, and barbarism based on the contributions of Theodor W. Adorno. To do so, I sought to understand the historical moment in which Critical Theory was constituted, as well as its theoretical perspective. It is through critical thought that the Frankfurt School Critical Theory intellectuals wanted to reflect on several issues, among them: society, culture, education, barbarism, domination, and the cultural industry. This is a qualitative bibliographical research based on some studies and references related to the theme. For the research, several theoretical sources were used, such as books, articles, scientific journals, and academic research. The main references discussed in this work were the work “Education and emancipation” (ADORNO, 2020); “10 lessons on Adorno” (ZUIN; PUCCI; LASTÓRIA, 2015); “The Frankfurt School: lights and shadows of the Iluminism” (MATOS, 2001); “The Critical Theory” (NOBRE, 2014); “Theory on Semiculture” (ADORNO, 2005); “Adorno, semi-formation and education” (MAAR, 2003), among others. Thus, it is understood that the project of enlightenment was to free people from obscurantism through science and reason, however, this reason that could put men in the position of masters of themselves is used for domination. Therefore, education could objectify resistance, criticism, and reflection, contribute in such a way that the problems resulting from semi-formation could be, in a way, reflected. So, this paper will reflect on Adorno's contributions to thinking about education based on some categories of his thought.



Educação, Formação cultural, Semiformação, Barbárie


SOUZA, Mirian Rodrigues. Semiformação e barbárie: as contribuições de Theodor W. Adorno para pensar a educação. 2021. 44 f. Trabalho de Conclusão de Curso (Graduação) – Faculdade de Educação, Universidade Federal de Goiás, Goiânia, 2021.