Education and emancipation in Theodor Adorno and Paulo Freire
This text discusses specific theoretical-conceptual contributions of Theodor Adorno and Paulo Freire to education, putting them in perspective for emancipation; part of the analysis of concepts such as education, formation, and emancipation in texts by both authors. The research aimed to identify an...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:www.seer.ufal.br:article/13302 |
| Acceso en línea: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/13302 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Emancipação Theodor Adorno Paulo Freire Education Emancipation |
| Sumario: | This text discusses specific theoretical-conceptual contributions of Theodor Adorno and Paulo Freire to education, putting them in perspective for emancipation; part of the analysis of concepts such as education, formation, and emancipation in texts by both authors. The research aimed to identify and reflect on specific conceptual contributions by Adorno and Freire for an emancipatory education. From this, we point out three approximate axes of emancipatory education among the aforementioned authors, namely: 1) education is understood as a counter-ideological practice capable of demystifying bourgeois sentences about humanity and history; 2) education for emancipation is always an act of humanization in favor of the subject and against barbarism; 3) an education for emancipation needs to be thought of as a political education project and within the scope of political relations. |
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