ART, POLITICS AND ENVIRONMENTAL EDUCATION: THE CONTRIBUTION OF THE THEODOR ADORNO'S THINKING
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.15600/2238-121X/comunicacoes.v27n3p81-100 http://hdl.handle.net/11449/209041 |
Resumo: | The relationship society-nature derives mainly from the conception of nature that we construct or, as Bornheim (1985, p. 18) asserts, how man makes nature present Since Descartes (1596-1650) and Bacon (1561-1626), the scientific knowledge started to have an interventionist function, being necessary the knowledge of nature to dominate it. The Critical Theory elaborated by the Frankfurt School radically opposes to this perspective of knowledge. Similarly, we affirm that the current socio-environmental crisis cannot be solved only through by science and technology, although we cannot give up their contribution, being fundamentally a political concern (BORNHEIM. 1985). Therefore, we understand Education and Art, from a political perspective, essential for the transformation of reality. The objective of this research, that has a qualitative approach and a bibliographical nature, is to analyze the art, from Theodor Adorno's perspective, as well as to identify possible contributions to Environmental Education. We understand that, for Adorno, art is a form of knowledge, that allows an aesthetic experience, and a political praxis. As a form of knowledge, art is, dialectically, mimesis and rationality. Furthermore, art is a condition for establishing with the aesthetic experience of nature, which allows it to be understood as a phenomenon and experienced through the image. Finally, art relates to society not only by its production and origin of its content but, as an autonomous art, occupying a position antagonistic to the society. The art, according to Adorno's conception, can approach Caryalho's proposal (1989, 2006) for EE, according to our understanding. |
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ART, POLITICS AND ENVIRONMENTAL EDUCATION: THE CONTRIBUTION OF THE THEODOR ADORNO'S THINKINGTHEODOR ADORNOARTENVIRONMENTAL EDUCATIONThe relationship society-nature derives mainly from the conception of nature that we construct or, as Bornheim (1985, p. 18) asserts, how man makes nature present Since Descartes (1596-1650) and Bacon (1561-1626), the scientific knowledge started to have an interventionist function, being necessary the knowledge of nature to dominate it. The Critical Theory elaborated by the Frankfurt School radically opposes to this perspective of knowledge. Similarly, we affirm that the current socio-environmental crisis cannot be solved only through by science and technology, although we cannot give up their contribution, being fundamentally a political concern (BORNHEIM. 1985). Therefore, we understand Education and Art, from a political perspective, essential for the transformation of reality. The objective of this research, that has a qualitative approach and a bibliographical nature, is to analyze the art, from Theodor Adorno's perspective, as well as to identify possible contributions to Environmental Education. We understand that, for Adorno, art is a form of knowledge, that allows an aesthetic experience, and a political praxis. As a form of knowledge, art is, dialectically, mimesis and rationality. Furthermore, art is a condition for establishing with the aesthetic experience of nature, which allows it to be understood as a phenomenon and experienced through the image. Finally, art relates to society not only by its production and origin of its content but, as an autonomous art, occupying a position antagonistic to the society. The art, according to Adorno's conception, can approach Caryalho's proposal (1989, 2006) for EE, according to our understanding.Univ Estadual Paulista Julio de Mesquita Filho UN, Rio Claro, SP, BrazilUniv Estadual Paulista Julio de Mesquita Filho UN, Rio Claro, SP, BrazilUniv Metodista Piracicaba-unimepUniversidade Estadual Paulista (Unesp)Lemos de Souza, Heluane Aparecida [UNESP]Feiteiro Cavalari, Rosa Maria [UNESP]2021-06-25T11:46:40Z2021-06-25T11:46:40Z2020-09-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article81-100http://dx.doi.org/10.15600/2238-121X/comunicacoes.v27n3p81-100Comunicacoes. Piracicaba: Univ Metodista Piracicaba-unimep, v. 27, n. 3, p. 81-100, 2020.0104-8481http://hdl.handle.net/11449/20904110.15600/2238-121X/comunicacoes.v27n3p81-100WOS:000600861900006Web of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporComunicacoesinfo:eu-repo/semantics/openAccess2021-10-23T19:23:29Zoai:repositorio.unesp.br:11449/209041Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T13:32:14.642961Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
ART, POLITICS AND ENVIRONMENTAL EDUCATION: THE CONTRIBUTION OF THE THEODOR ADORNO'S THINKING |
title |
ART, POLITICS AND ENVIRONMENTAL EDUCATION: THE CONTRIBUTION OF THE THEODOR ADORNO'S THINKING |
spellingShingle |
ART, POLITICS AND ENVIRONMENTAL EDUCATION: THE CONTRIBUTION OF THE THEODOR ADORNO'S THINKING Lemos de Souza, Heluane Aparecida [UNESP] THEODOR ADORNO ART ENVIRONMENTAL EDUCATION |
title_short |
ART, POLITICS AND ENVIRONMENTAL EDUCATION: THE CONTRIBUTION OF THE THEODOR ADORNO'S THINKING |
title_full |
ART, POLITICS AND ENVIRONMENTAL EDUCATION: THE CONTRIBUTION OF THE THEODOR ADORNO'S THINKING |
title_fullStr |
ART, POLITICS AND ENVIRONMENTAL EDUCATION: THE CONTRIBUTION OF THE THEODOR ADORNO'S THINKING |
title_full_unstemmed |
ART, POLITICS AND ENVIRONMENTAL EDUCATION: THE CONTRIBUTION OF THE THEODOR ADORNO'S THINKING |
title_sort |
ART, POLITICS AND ENVIRONMENTAL EDUCATION: THE CONTRIBUTION OF THE THEODOR ADORNO'S THINKING |
author |
Lemos de Souza, Heluane Aparecida [UNESP] |
author_facet |
Lemos de Souza, Heluane Aparecida [UNESP] Feiteiro Cavalari, Rosa Maria [UNESP] |
author_role |
author |
author2 |
Feiteiro Cavalari, Rosa Maria [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Lemos de Souza, Heluane Aparecida [UNESP] Feiteiro Cavalari, Rosa Maria [UNESP] |
dc.subject.por.fl_str_mv |
THEODOR ADORNO ART ENVIRONMENTAL EDUCATION |
topic |
THEODOR ADORNO ART ENVIRONMENTAL EDUCATION |
description |
The relationship society-nature derives mainly from the conception of nature that we construct or, as Bornheim (1985, p. 18) asserts, how man makes nature present Since Descartes (1596-1650) and Bacon (1561-1626), the scientific knowledge started to have an interventionist function, being necessary the knowledge of nature to dominate it. The Critical Theory elaborated by the Frankfurt School radically opposes to this perspective of knowledge. Similarly, we affirm that the current socio-environmental crisis cannot be solved only through by science and technology, although we cannot give up their contribution, being fundamentally a political concern (BORNHEIM. 1985). Therefore, we understand Education and Art, from a political perspective, essential for the transformation of reality. The objective of this research, that has a qualitative approach and a bibliographical nature, is to analyze the art, from Theodor Adorno's perspective, as well as to identify possible contributions to Environmental Education. We understand that, for Adorno, art is a form of knowledge, that allows an aesthetic experience, and a political praxis. As a form of knowledge, art is, dialectically, mimesis and rationality. Furthermore, art is a condition for establishing with the aesthetic experience of nature, which allows it to be understood as a phenomenon and experienced through the image. Finally, art relates to society not only by its production and origin of its content but, as an autonomous art, occupying a position antagonistic to the society. The art, according to Adorno's conception, can approach Caryalho's proposal (1989, 2006) for EE, according to our understanding. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-01 2021-06-25T11:46:40Z 2021-06-25T11:46:40Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.15600/2238-121X/comunicacoes.v27n3p81-100 Comunicacoes. Piracicaba: Univ Metodista Piracicaba-unimep, v. 27, n. 3, p. 81-100, 2020. 0104-8481 http://hdl.handle.net/11449/209041 10.15600/2238-121X/comunicacoes.v27n3p81-100 WOS:000600861900006 |
url |
http://dx.doi.org/10.15600/2238-121X/comunicacoes.v27n3p81-100 http://hdl.handle.net/11449/209041 |
identifier_str_mv |
Comunicacoes. Piracicaba: Univ Metodista Piracicaba-unimep, v. 27, n. 3, p. 81-100, 2020. 0104-8481 10.15600/2238-121X/comunicacoes.v27n3p81-100 WOS:000600861900006 |
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por |
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por |
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Comunicacoes |
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info:eu-repo/semantics/openAccess |
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openAccess |
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81-100 |
dc.publisher.none.fl_str_mv |
Univ Metodista Piracicaba-unimep |
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Univ Metodista Piracicaba-unimep |
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Web of Science reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
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Universidade Estadual Paulista (UNESP) |
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UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
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