Formar para a emancipação no capitalismo tardio periférico: horizonte utópico de regulação da educação ou propedêutica revolucionária concreta?

Abstract

The article discusses the demand for thematization of possible relations between the notions of emancipation and Bildung based on Education and Emancipation (ADORNO, 2020), a work in which he addresses the radically alienating determinations of the Western history, both in the feudal world, governed by transcendental instances, and in the capitalist society, governed by the hegemony of instrumental reason. The emancipatory education is constituted at the same time as a concrete horizon of regulation of the educational system, whose telos is the promotion of adulthood and autonomy, and also as a revolutionary propaedeutic, based on the systematic debate on structural contradictions of capitalism and objective and subjective conditions to the revolutionary process. It supports the hypothesis that it is still current and fruitful the theoretical investment in the constant re-elaboration of the concept of Bildung, understood as critical-negative education, whose scope is to implement and consolidate social justice. It means eliminating from society all types of exploitation that oppresses and promote as much freedom as possible, from the powers of perfectibility inscribed in the humanization processes. Therefore, even if there are thinkers for whom the acquisition of knowledge is increasingly far from the idea of education of the spirit, the debate established here leads us to assume a contrary position. We understand that the issue regarding Bildung, cultural education, cultivation of the self and immanent constitution of subjectivity is not something that individuals and societies can abdicate, just as it is not a problem that ends in a definitive solution.

Keywords: Education. Emancipation. Bildung. Peripheral capitalism. Revolutionary propaedeutic.