O caráter formativo do não-idêntico segundo T. Adorno

Abstract

Currently, the speech for the enhancement of education is widely recognized. This legitimacy rests especially on its association of education to legitimate emancipatory hopes of a better life and a better world. However, the reduction of its meaning to the references required by the market blocks the emancipatory potential underlying this legitimacy. The notion of semi-formation (Halbbildung) developed by T. Adorno, within the horizon of the so-called cultural industry, contributes to the understanding of this mechanism neutralizing the educational potential. However, based on Adorno, simultaneously, we are allowed to say that not all reality is left imprisoned by this dynamic. Therefore, it becomes possible to indicate the importance and centrality of valuing the non-identical features to the system as constituting a critical and supportive training process. Becoming sensitive to the non-identical, in this respect, is imperative condition for the emergence of any emancipatory process. Therefore, in education, overcoming indifference becomes an unavoidable challenge, since there is no experience in indifference. The condition of possibility of overcoming the indifference can be enabled to the extent that there is what Adorno called formative experiences, which refuse to be reduced neither to the simple adaptation nor to a supposed decontextualized emancipation, but place the necessary tension between both. The formative experiences enable cultural formation (Bildung) of the individual that is critical to the establishment of their autonomy. Forming for the autonomy means therefore, enabling formative experiences since the non-identity and in confrontation with the world. The non-identical can keep hope alive that goes beyond the domination and exploitation relations assumed by the current society. An education with emancipatory claims should be constantly in dialogue with such aspects and contributions.