Sobre a indústria cultural e a formação humana

Abstract

This bibliographic research, linked to the line of research Education, Society and Culture, of the Graduate Program in Education at the Pontifical Catholic University of Goiás (PPGE/Goiás), discusses the following theme: "About the Cultural Industry and Human Training". For that, it has as theoretical references the authors of Frankfurt's Critical Theory, in particular, Adorno and Horkheimer (1985), although an interlocution is also made with other works that deal with the contemporary context of education, such as: Cunha (1980), Chauí (2022), Freitas (2018), Laval (2004), among others who contribute to the elucidation of the theme. This is an investigation whose general objective is to analyze the contradictory aspects of human formation in the context of school education, due to the influence of the Cultural Industry and Neoliberalism, based on the dialectical method, in the light of Frankfurt's Critical Theory. Taking this as a starting point, the research raises the following question: Why does the Cultural Industry greatly impact the formative processes in the field of education in contemporary times? In view of this, this study is developed in three chapters, also based on three objectives. At first, it seeks to know the historical, theoretical and methodological foundations of Frankfurt's Critical Theory, as well as the historical aspects of education and, in addition, it points out the processes of domination imposed by Neoliberalism in connection with the Cultural Industry. Then, the investigation explores, based on the State of the Art research, the scientific production carried out between 2011 and 2021 on the Cultural Industry with reference to the perspective of human formation, aiming to capture what was observed and discussed about this theme. Finally, the work points out the sociopolitical, economic and historical dimensions that led to the current conditions of conception of human formation, which mask the contradictions inherent to Education, consequently transforming human formation into pseudo formation. Therefore, it is inferred that this condition requires an effort of critical self-reflection, in order to make the training process a constant challenge. At last, the need to mobilize actions that promote a more comprehensive educational training process is highlighted, enabling individuals to develop a critical and reflective posture for the transformation of the social reality in which they are inserted