Teoria crítica, educação e infância: (im)possibilidades formativas nas tramas da indústria cultural

• Autor(a) principal: Santos, Jussimária Almeida dos
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000dj7c
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/6338
• topic: Teoria crítica; Educação; Infância; Formação; Indústria cultural; Critical theory; Education; Childhood; Formation; Industry; CIENCIAS HUMANAS::EDUCACAO

This work has been done under the Education, Violence, Childhood, Diversity and Art Studies Group (NEVIDA/UFG/FE) and the Culture and Educational Processes line of research of the Education Graduate Program of Universidade Federal de Goiás. Its goal is to ponder, analyze and relate the Critical Theory of Society with contradictory cultural processes, or rather, (de)formative, with regards to the childhood set of themes amidst the schemes of the Cultural Industry. It can be noticed that this Industry has been investing in a cultural network subservient to the capitalist system, incentivizing consumerism and widespread marketing via communications and entertainment media. Such events have been contributing factors towards the adaptation and adjustment of children to a culturally-managed society, not only within the scope of leisure, but also education. Taking into account assumptions that encompass both objective and subjective aspects of this problem, this theoretical research ties itself to the Critical Theory of Society fundamentals established by the Frankfurt School, by the following authors: Theodor Adorno (1903-1969) and Max Horkheimer (1895-1973), amongst other theorists of the critical theory, such as Martin Jay (2008), Olgária Matos (1993), Silvia Zanolla (2007), Brizolla (2015) and Silva (2012). It debates about the developments of this management process and (de)formation that invades culture and, mainly, the cultural formative processes in formal and informal domains. Under this perspective, it also communicates with Eric J. Hobsbawm (2012) in order to understand relations between the individual, society and education through freedom promises disseminated by the Enlightenment ideology, through the context of the Industrial (1780) and French (1789) Revolutions, which contextualize a suitable background for the emergence of the cultural industry. To focus childhood and the indentify its place in this context, a historical analysis is chosen, referencing Philippe Ariès (1914-1984), Del Priore (2002), Kuhlmann Jr (2011) Heywood (2004). And to understand the subjective contradictions the have encompassed and still encompass the childhood universe under the formative scope, Bettelheim (1980) is chosen, and based on freudian psychoanalysis analyzing the environment of children's stories to understand the development of the child and its relation to the adult universe, towards human independence and emancipation. At last, the need to provide an ample formation through education to overcome this capitalistic domination of the cultural industry is pointed out, which demands its perception in a more comprehensive sense, that is, with a critical-emancipatory perspective. Therefore, the reflections that intertwine childhood, education and society do not deplete themselves, but rather enable the demistification of existing possibilities; targeting a society that is more fair, humane and formative via ample education in this social space, marked by contradictions.