Uma abordagem do pensar em Adorno: para a autonomia intelectual no ensino da filosofia no ensino médio

Abstract

This research aims to contribute to the reflection on intellectual autonomy in the Teaching of Philosophy in High School. In this sense, at first, a methodological proposal was presented with the theoretical support of thinking for autonomy in the Adornian perspective. In this perspective, the reading and analysis of texts by Adorno and Horkheimer (Dialectic of Enlightenment), Adorno (Theory of Semiformation), Wolfgang Leo Maar (By way of introduction: Adorno and the formative experience) and István Mèszáros (Education for in addition to capital and alienation theory) that provided a relevant framework for the configuration of the modus operandi of capital in the managed company. In the analyzes carried out, the strategic influence of the domination structure of the ruling class in the formative process of individuals in the managed society, under the categorical agency of the cultural industry, was revealed, in the light of Theodor Adorno's thinking, by enabling and sedimenting semiformation as a channel legitimizing the interests and values of capitalist society. Then, it was a matter of sharing the material and method pertinent to the structuring of the focus group, as well as, the perspective of the exercise of thinking, with emphasis on the subjects' intellectual experience, as a possibility for self-reflection. In this sense, it was prioritized to refer in the search to experience such proposition in the focus group space, as it is understood to be the proposal that would correspond to the methodology under construction, since this is configured as the locus of the plurality of ideas, counterpoints and various perceptions - manifested from reports of experiences, dialogue, shared responses and analyzes experienced by students. Under this spectrum, we focus on the collection and analysis of data, having as input, the bibliographic reference and the methodology based on thinking, as self-reflection in the training process of individuals. This, in turn, channeled us to the realization of the importance of self-reflective exercise in teaching philosophy in high school with young students in training. This methodology, at the end of the research, presented itself as a proposition to foster and enhance the intellectual autonomy of students in the teaching of Philosophy in High School in the light of the exercise of thinking for self-reflection.