A teoria crítica frankfurtiana, Freud e a educação

Abstract

This research, of a theoretical nature, is linked to the line of research "Education, Society and Culture", of the Graduate Program in Education at the Pontifical Catholic University of Goiás (PPGE/PUC Goiás), discussing the following theme: Frankfurtian Critical Theory, Freud and Education. It essentially aims to seek, in Freud's contributions, in dialogue with Critical Theory, to understand the contradictory processes of formation of the subject mediated by culture and Education, pointing out reflections that make possible a more humane education. Therefore, the general objective of this work is to analyze and try to answer the following question: What are Freud's contributions, in the light of Frankfurt's Critical Theory, to education? From this, the research aims to contribute, based on some reflections on the impasses present in education in contemporary times, from the perspective of Frankfurt's Critical Theory and Freud's Theory, enabling the individual to be able to manage himself through critical self-reflection. The first chapter aims to know the historical path related to the Frankfurt School, as well as to point out the incorporation of Freud in the scope of the Frankfurtian Critical Theory, and in addition, to approach a dialogue between Freud and the work Educação e Emancipação by Adorno (2020). The second chapter highlights Freud's contributions to the works of Frankfurtian critical theorists, namely: Adorno (2020), Adorno and Horkheimer (1985), Marcuse (2015; 2021) and Benjamin (2012), considering the impacts present in education in the contemporary context. The third and last chapter analyzes the contributions brought by Freudian Psychoanalysis to Education, which, it is inferred, highlight the existing contradictions in this field with reference to the processes of human formation. Finally, there is a dialogue elaborated by Adorno, Kant and Freud aiming to understand the meaning of education, aiming to understand the meaning of education for emancipation towards autonomy. This work points to reflection with a view to a more humane education