A teoria crítica frankfurtiana e a formação docente para o ensino superior no Brasil: perspectivas contemporâneas

Abstract

This bibliographical research, linked to the Education, Society, and Culture research line of the Postgraduate Program in Education at the Pontifical Catholic University of Goiás (PPGE/Goiás), discusses the following theme: "The Frankfurt School of Critical Theory and Teacher Training for Higher Education in Brazil: contemporary perspectives." To this end, it has as theoretical references the authors of Critical Theory, in particular, Theodor W. Adorno (1903 - 1969), and Max Horkheimer (1895 - 1973), among the related authors related, who contributed to the elucidation of the topic. The main objective is to analyze the challenges posed to teacher training in Brazil in the light of The Frankfurt School of Critical Theory for Higher Education. Therefore, the starting point is the following question: what contradictions does teacher training for higher education in Brazil face in light of the impacts of Neoliberalism and the Culture industry in contemporary times? Thus, this research is structured into three sections, based on three objectives: firstly, to reflect on the historical foundations of teacher training in Brazil, considering the contradictory processes underlying higher education; secondly, to understand the theoretical foundations of The Frankfurt School of Critical Theory, as well as the significant changes experienced by the School throughout its history, which established a new parameter of social analysis, based on a re-reading of Marx, Kant, Weber, Hegel, and Freud; then, to capture the main dilemmas imposed on higher education by the Culture Industry and Neoliberalism, the latter, through reactionary and private policies, stripped away the achievements already achieved, especially in education, making it impossible to develop a more critical emancipatory vision. Finally, the research aims to draw a correlation between the theoretical foundations of The Frankfurt School of Critical Theory and current university teaching, to dialectically bring to light possible contributions to the understanding of the theme of human formation in opposition to the state of barbarism suffered by higher education in contemporary times