This article issue and central objective is a thinking on the meaning of education, based on Adorno's critical theory and Gadamer's hermeneutic perspective, which lie in a philosophical movement called post-metaphysical. The breakdown of references taken so far as safe affect the Western educational project in its telos, since it was based on a priori assumptions. Such authors are faced with the problem of training in this new context, marked by the return of interest to human beings in their historical contingency and as language constitutor in intersubjective context. To that end, the propositions of the philosophers in question will be redeemed to then establish the dialogue between them, suggesting a direction for education in the twenty-first century. Both offer elements which, if articulated, present significant propositions to educational challenges of the contemporary world when they assume the dialogue, language and construction as educational elements.
education; language; formative experience; hermeneutics; Adorno; Gadamer