Educa????o e emancipa????o no pensamento de Theodor A. Adorno e Edgar Morin.
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/tede/handle/tede/454 |
Resumo: | In the context in which the formative processes takes place, being the education at the mercy of the social environment determinations, it finds itself little vigorous to give to its contribution to the process of human emancipation. We believe that just as the education can fulfill the reproduction task, it can and it must fulfill its role in the transformation of the current way of production of the existence. We understand that the matter of Emancipation and Education still needs to be discussed through a theoretical debate that contemplates the quandaries and perspectives of the formation in the contemporaneity. In this sense, the object of the present research is the position of Theodor W. Adorno and of Edgar Morin regarding the possibility of human emancipation and the role of education in it, as well as the relation between both positions in terms of proximities and distances. Adorno, a thinker of the Critical Theory, produced important reflections concerning the possibilities and impediments of the formative processes in the capitalist society, denouncing the semiformation and the instrumental rationality that lead to the barbarity and alerting on the necessity of an education that enables an emancipatory rationality. Edgar Morin, a thinker of the Theory of the Complexity, worried about the dilemmas of the education in the contemporary world in which the knowledge is fragmented in disciplines, alerts us on the necessity of an education for the lucidity, in favor of an open rationality. Morin criticizes the gap between fragmented knowledge and the each time more multidimensional reality, identifying the discrepancy between both. The complex reality becomes invisible and leading man to servitude and hindering his freedom. The objective of this research was to identify and to present how each author understands the relation between Education and Emancipation considering the singularity and specificity of each and respecting the theories that they represent. This is a theoretical-bibliographical research that chose reading, analyzing, interpreting and discussing the work of these two authors, aiming to contribute for the Educational Theory in order to extend the understanding of the relations between education, society and emancipation. |
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Lorieri, Marcos AntonioCPF:00000000000http://lattes.cnpq.br/2474684049522416Pucci, Brunohttp://lattes.cnpq.br/5645113600697876Roggero, RosemaryCPF:00000000000http://lattes.cnpq.br/6133043453679958CPF:22341394817http://lattes.cnpq.br/3529227201806946Quintal, T??nia Maria Massaruto de2015-04-08T14:36:41Z2011-05-112011-04-20QUINTAL, T??nia Maria Massaruto de. Educa????o e emancipa????o no pensamento de Theodor A. Adorno e Edgar Morin.. 2011. 143 f. Disserta????o (Mestrado em Educa????o) - Universidade Nove de Julho, S??o Paulo, 2011.http://bibliotecatede.uninove.br/tede/handle/tede/454In the context in which the formative processes takes place, being the education at the mercy of the social environment determinations, it finds itself little vigorous to give to its contribution to the process of human emancipation. We believe that just as the education can fulfill the reproduction task, it can and it must fulfill its role in the transformation of the current way of production of the existence. We understand that the matter of Emancipation and Education still needs to be discussed through a theoretical debate that contemplates the quandaries and perspectives of the formation in the contemporaneity. In this sense, the object of the present research is the position of Theodor W. Adorno and of Edgar Morin regarding the possibility of human emancipation and the role of education in it, as well as the relation between both positions in terms of proximities and distances. Adorno, a thinker of the Critical Theory, produced important reflections concerning the possibilities and impediments of the formative processes in the capitalist society, denouncing the semiformation and the instrumental rationality that lead to the barbarity and alerting on the necessity of an education that enables an emancipatory rationality. Edgar Morin, a thinker of the Theory of the Complexity, worried about the dilemmas of the education in the contemporary world in which the knowledge is fragmented in disciplines, alerts us on the necessity of an education for the lucidity, in favor of an open rationality. Morin criticizes the gap between fragmented knowledge and the each time more multidimensional reality, identifying the discrepancy between both. The complex reality becomes invisible and leading man to servitude and hindering his freedom. The objective of this research was to identify and to present how each author understands the relation between Education and Emancipation considering the singularity and specificity of each and respecting the theories that they represent. This is a theoretical-bibliographical research that chose reading, analyzing, interpreting and discussing the work of these two authors, aiming to contribute for the Educational Theory in order to extend the understanding of the relations between education, society and emancipation.No contexto no qual se realizam os processos formativos, a educa????o, ?? merc?? das determina????es do conjunto social, se encontra pouco vigorosa para dar sua contribui????o no processo de emancipa????o humana. Acreditamos que a educa????o assim como pode cumprir a tarefa de reprodu????o, pode e deve cumprir seu papel na transforma????o do modo de produ????o da exist??ncia vigente. Entendemos que as quest??es relativas ?? Emancipa????o e ?? Educa????o ainda precisam ser discutidas, por meio de um debate te??rico que contemple os dilemas e perspectivas da forma????o na contemporaneidade. Nesta dire????o, a presente pesquisa tem como objeto a posi????o de Theodor W. Adorno e a de Edgar Morin, bem como as rela????es entre ambas, por aproxima????es e distanciamentos, a respeito da possibilidade da emancipa????o humana e o papel da educa????o nessa dire????o. Adorno, pensador da Teoria Cr??tica, produziu importantes reflex??es acerca das possibilidades e entraves dos processos formativos na sociedade capitalista, denunciando a semiforma????o e a racionalidade instrumental que levam ?? barb??rie e alertando sobre a necessidade de uma educa????o que possibilite uma racionalidade emancipat??ria. Edgar Morin, pensador da Teoria da Complexidade, preocupado com os dilemas da educa????o no mundo contempor??neo, no qual o conhecimento se encontra fragmentado nas disciplinas, nos alerta sobre a necessidade de uma educa????o para a lucidez, a favor de uma racionalidade aberta. Morin faz uma cr??tica ao distanciamento entre o saber fragmentado e a realidade cada vez mais multidimensional, identificando a discrep??ncia que h?? entre ambos. A realidade complexa se torna invis??vel e desta forma leva o homem ?? sujei????o e impede cada vez mais sua liberdade. O objetivo desta pesquisa foi o de identificar e apresentar como cada autor compreende a rela????o entre Educa????o e Emancipa????o considerando a singularidade e especificidade de cada um e respeitando as teorias que representam. Trata-se de uma pesquisa de cunho te??rico-bibliogr??fico, que teve como op????o procedimental a leitura, a an??lise, a interpreta????o e a discuss??o de obras desses dois autores com o intuito de contribuir para a Teoria Educacional, de modo a ampliar a compreens??o das rela????es entre educa????o, sociedade e emancipa????o.Made available in DSpace on 2015-04-08T14:36:41Z (GMT). No. of bitstreams: 1 B_Tania Maria Massaruto de Quintal.pdf: 487097 bytes, checksum: c9cb75262b5a1d534ff6736ec57c57fe (MD5) Previous issue date: 2011-04-20application/pdfporUniversidade Nove de JulhoPrograma de P??s-Gradua????o em Educa????oUninoveBREduca????oEduca????oEmancipa????oForma????oRacionalidadeComplexidade.EmancipationTrainingRationalityComplexity.CIENCIAS HUMANAS::EDUCACAOEduca????o e emancipa????o no pensamento de Theodor A. Adorno e Edgar Morin.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALB_Tania Maria Massaruto de Quintal.pdfapplication/pdf487097http://localhost:8080/tede/bitstream/tede/454/1/B_Tania+Maria+Massaruto+de+Quintal.pdfc9cb75262b5a1d534ff6736ec57c57feMD51tede/4542015-07-07 11:46:42.397oai:localhost:tede/454Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2015-07-07T14:46:42Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Educa????o e emancipa????o no pensamento de Theodor A. Adorno e Edgar Morin. |
title |
Educa????o e emancipa????o no pensamento de Theodor A. Adorno e Edgar Morin. |
spellingShingle |
Educa????o e emancipa????o no pensamento de Theodor A. Adorno e Edgar Morin. Quintal, T??nia Maria Massaruto de Educa????o Emancipa????o Forma????o Racionalidade Complexidade. Emancipation Training Rationality Complexity. CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educa????o e emancipa????o no pensamento de Theodor A. Adorno e Edgar Morin. |
title_full |
Educa????o e emancipa????o no pensamento de Theodor A. Adorno e Edgar Morin. |
title_fullStr |
Educa????o e emancipa????o no pensamento de Theodor A. Adorno e Edgar Morin. |
title_full_unstemmed |
Educa????o e emancipa????o no pensamento de Theodor A. Adorno e Edgar Morin. |
title_sort |
Educa????o e emancipa????o no pensamento de Theodor A. Adorno e Edgar Morin. |
author |
Quintal, T??nia Maria Massaruto de |
author_facet |
Quintal, T??nia Maria Massaruto de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lorieri, Marcos Antonio |
dc.contributor.advisor1ID.fl_str_mv |
CPF:00000000000 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2474684049522416 |
dc.contributor.referee1.fl_str_mv |
Pucci, Bruno |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5645113600697876 |
dc.contributor.referee2.fl_str_mv |
Roggero, Rosemary |
dc.contributor.referee2ID.fl_str_mv |
CPF:00000000000 |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6133043453679958 |
dc.contributor.authorID.fl_str_mv |
CPF:22341394817 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3529227201806946 |
dc.contributor.author.fl_str_mv |
Quintal, T??nia Maria Massaruto de |
contributor_str_mv |
Lorieri, Marcos Antonio Pucci, Bruno Roggero, Rosemary |
dc.subject.por.fl_str_mv |
Educa????o Emancipa????o Forma????o Racionalidade Complexidade. |
topic |
Educa????o Emancipa????o Forma????o Racionalidade Complexidade. Emancipation Training Rationality Complexity. CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Emancipation Training Rationality Complexity. |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In the context in which the formative processes takes place, being the education at the mercy of the social environment determinations, it finds itself little vigorous to give to its contribution to the process of human emancipation. We believe that just as the education can fulfill the reproduction task, it can and it must fulfill its role in the transformation of the current way of production of the existence. We understand that the matter of Emancipation and Education still needs to be discussed through a theoretical debate that contemplates the quandaries and perspectives of the formation in the contemporaneity. In this sense, the object of the present research is the position of Theodor W. Adorno and of Edgar Morin regarding the possibility of human emancipation and the role of education in it, as well as the relation between both positions in terms of proximities and distances. Adorno, a thinker of the Critical Theory, produced important reflections concerning the possibilities and impediments of the formative processes in the capitalist society, denouncing the semiformation and the instrumental rationality that lead to the barbarity and alerting on the necessity of an education that enables an emancipatory rationality. Edgar Morin, a thinker of the Theory of the Complexity, worried about the dilemmas of the education in the contemporary world in which the knowledge is fragmented in disciplines, alerts us on the necessity of an education for the lucidity, in favor of an open rationality. Morin criticizes the gap between fragmented knowledge and the each time more multidimensional reality, identifying the discrepancy between both. The complex reality becomes invisible and leading man to servitude and hindering his freedom. The objective of this research was to identify and to present how each author understands the relation between Education and Emancipation considering the singularity and specificity of each and respecting the theories that they represent. This is a theoretical-bibliographical research that chose reading, analyzing, interpreting and discussing the work of these two authors, aiming to contribute for the Educational Theory in order to extend the understanding of the relations between education, society and emancipation. |
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2011 |
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2011-05-11 |
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2011-04-20 |
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2015-04-08T14:36:41Z |
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QUINTAL, T??nia Maria Massaruto de. Educa????o e emancipa????o no pensamento de Theodor A. Adorno e Edgar Morin.. 2011. 143 f. Disserta????o (Mestrado em Educa????o) - Universidade Nove de Julho, S??o Paulo, 2011. |
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http://bibliotecatede.uninove.br/tede/handle/tede/454 |
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QUINTAL, T??nia Maria Massaruto de. Educa????o e emancipa????o no pensamento de Theodor A. Adorno e Edgar Morin.. 2011. 143 f. Disserta????o (Mestrado em Educa????o) - Universidade Nove de Julho, S??o Paulo, 2011. |
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