Educação da infância no contexto contemporâneo: um diálogo com Theodor Adorno

Abstract

This research, of a theoretical nature, is linked to the line of research ―Education, Society and Culture‖, of the Postgraduate Program in Education of the Pontifical Catholic University of Goiás (Programa de Pós-Graduação em Educação – PPGE/GO), it discusses the following theme: Education of Childhood in the Contemporary Context: a dialogue with Theodor Adorno. Therefore, the investigation seeks to understand the following problem: why does Childhood Education have conditions of resistance to the re-edition of Auschwitz? Thus, this research assumes that education against barbarism must start from childhood. In this way, it has as main objective to reveal the existing contradictions in childhood education today, establishing a dialogue with Adorno's notes. Starting from this perspective, the first chapter of this research, called ―Child, Childhood and Education in a Historical Perspective‖, initially seeks to reflect on the different conceptions of children and childhood historically, understanding them as a founding element for the establishment of the dialogue with contemporary childhood. Subsequently, the second chapter, entitled ―Theodor Adorno, The Frankfurt School and the Contemporary Context‖ seeks to understand the genesis of the Frankfurt School, since Critical Theory consists of a theoretical framework that enables the analysis of the social process in which the childhood education in contemporary times. It also seeks to reflect on culture and childhood education under the impacts of the Cultural Industry in the current context. In addition, the third chapter, named ―Theodor Adorno and Childhood Education‖, with a view to childhood and the process of barbarization, discusses the challenges posed by the present for the realization of an education, according to the Adornian conception, aimed at emancipation and enlightenment, aiming to avoid barbarism, consequently, opposing the Aushwitz reissue.