Experiência formativa: crítica e paradoxo

Nadja Hermann

doi:10.15448/1984-6746.2018.2.32135

Authors

Nadja Hermann Pontifícia Universidade Católica do Rio Grande do Sul http://orcid.org/0000-0001-7496-4951

DOI:

https://doi.org/10.15448/1984-6746.2018.2.32135

Keywords:

social criticism, Adorno, formative experience.

Abstract

The article analyzes Adorno 's social critique, pointing out the links between training, subject and social conditions and the effects for education (Bildung). In spite of the neo-humanist and idealist tradition and the emancipatory certainties, the formation shows its illusory face. It is precisely in relation to educational issues that Adorno's critical thinking reveals its actuality and power to show the paradoxes of education. From such criticism - in spite of the paradox - certain requirements expressed in an ethical-political dimension and in an aesthetic dimension for the formative experience, whose potency can break with the merely adaptive character of education.

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