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O ensino tecnicista no Brasil como reafirmação da semiformação: uma interpretação a partir do pensamento de Theodor W. Adorno
(2022-10-13) Melo, Tiago Licarião de; Barros, Marcos André de; http://lattes.cnpq.br/3743403239578149; http://lattes.cnpq.br/8773925233505366
This research seeks, supported by Theodor W. Adorno's critical theory, to understand how technicist pedagogy reaffirms the scenario of semi-formation in Brazilian society. In order to broaden the interpretation of technicist teaching, we will have as a contribution the theoretical framework of Theodor Adorno's critical theory, with the help of commentators who helped me in the problematization of the theme (LUCKESI, 1994), (SAVIANI, 1984), (SAVIANI, 2013), (ARANHA, 1990), (ADORNO, 2010), (ADORNO, 2020), (HABERMAS, 2014). Methodologically, bibliographic and qualitative research was used, so that we can interpret and make the necessary approximations. Therefore, we will investigate the theoretical bases and the conceptual history of technicism, until it ends up in the historical context of its emergence in Brazil, during the military dictatorship in the 1960s and 1970s. In order to understand how semi-formation is established, we will seek to resume the concept of formation (Bildung), from the 18th century, through the Germanic tradition to the present day, this concept stands as a great challenge for us to understand education in modern times, in order to fulfill the important task of advancing in the critique of contemporary education. and its semicultural elements. Finally, we will stop to relate technicist education with the Adornian concept of semi-formation aiming to raise approximations and a brief critique of technicist pedagogy in Brazil.