EDUCAÇÃO E CULTURA COMO FORMAÇÃO CRÍTICA

ANOTAÇÕES SOBRE O PAPEL DA FILOSOFIA NA EDUCAÇÃO

Abstract

This research deals with the role of philosophy in education. We follow Adorno's (2003) thinking, in which philosophy can be useful by remaining as theory. The central question here is: can philosophy contribute to critical formation? In this sense, we want to discuss the potential of philosophy as critical thinking for education. We start from the understanding that nowadays we are more "swallowed" in neoliberal pragmatism than in Adorno's time, precisely because we do not see philosophy as he proposes it, but simply as another "content" to be digested by teachers and students. Thought of in this way, philosophy can be a kind of oasis, a point of inflection, from where we can nurture and recharge utopian powers, while dialectically keeping open the necessary political imagination for educational praxis (radical, critical, etc.). In general, this is a qualitative bibliographic research of a descriptive-exploratory nature. The text is organized into five main sections: the introduction, with a general presentation of the work; "what does it mean to remain as theory?" in which we begin the foundation by outlining aspects of the notion of philosophy; "but what about praxis?" which continues the foundation by bringing this critical dimension of philosophy to the field of critical-educational praxis; "will we have the courage to learn and teach?" which functions as a space for analysis, where we dialogue with the data collected in the integrative review and with the authors' concepts, to discuss the role that philosophy can have for education; and finally, concluding remarks, in which we briefly summarize the understanding that philosophy can have an important role if understood as theory, according to Adorno's proposal.