NDLI: A educação para a resistência: as contribuições de Adorno para a formação de professores

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A educação para a resistência: as contribuições de Adorno para a formação de professores

Content Provider	Semantic Scholar
Author	Trevisol, Márcio Giusti
Copyright Year	2019
Abstract	The article discusses the dilemmas and challenges regarding teacher training from the concepts of Adorno. The central question is: how important is philosophical knowledge to teacher training? The answer to this question supports the thesis that teachers, even those who are not of the humanities, must produce critical and emancipated philosophical thinking regarding social and professional reality. The objective is to discuss the training of teachers from the concept of resistance presented by Adorno in the book "Education and Emancipation” (ADORNO, 1995). Methodologically, this is an exploratory research with theoretical bibliographic cut. The universe of research and the epistemological foundation is in Adorno (2009, 1995) and Adorno e Horkheimer (1985). Therefore, it is possible to point out that teachers in their formative stage must develop capacities that ensure that they are intellectuals able to think, reflect and produce coherent knowledge about social and professional reality. Thus, any teacher training should be concerned with scientific soundness, cultured language, and professional identity as assumptions to ensure an education for emancipation.
Starting Page	21
Ending Page	28
Page Count	8
File Format	PDF HTM / HTML
Volume Number	10
Alternate Webpage(s)	https://portalperiodicos.unoesc.edu.br/achs/article/download/20088/12333
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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