CRITICAL THEORY AND TEACHING: A CHALLENGE FOR CONTEMPORARY EDUCATION

Carolina Maranhão Flávia Carolini Pereira dos Santos Pedro Nunes Gouveia About the authors

ABSTRACT

This article proposes to reflect on the semi-formation, state of higher education, presenting the critical didactics of Gruschka (2014) GRUSCHKA, A. Teoria Crítica e pesquisa empírica em educação: a escola e a sala de aula. Constelaciones. Dossiê: Teoria Critica de La Sociedad y Educación, v. 6, n. 6, p. 3-31, 2014. Disponível em: <http://constelaciones-rtc.net/article/view/851>. Acesso em: 17 out. 2017.
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as a critical alternative, capable of recovering the potential of education clarification. For this, the discussion was guided by the critical studies of Adorno (1996) in his essay known as The Theory of Semiculture (1959). Cultural massification has invaded the educational system, whose technical and rational formation has multiplied and resulted in the trivialization of practices that reveal the degradation of spaces - such as the classroom - that originally should allow the capacity of self-reflection, in places of instrumental indoctrination of artifacts that postulate students to the demands of the market and the imperatives of a society totally immersed in consumerism. A formation was created in which all interests were allied with capital - the idea that the subject, more adjusted to his way of life, to the logic of capital, became more productive. The challenge of remaining in critical reflection has remained for contemporary education when its environment is already taken by semi-formation.

Keywords:
Semi-formation; Critical Theory; Teaching; Education

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