O pensamento crítico da Escola de Frankfurt para a educação: currículo, ideologia e poder

Abstract

This article has by aim to analyze the contributions of the studies concerning the Critical theory from Theodor W. Adorno and Max Horkheimer for the education, towards curricular comprehension which begin in the understanding of curriculum as power, ideology and reproduction. Those philosophers have made a fundamental contribuition in the critics of the scientific method of investigation reflected in social studies on historical and real circumstances of the economic structure of individual subjects diffused in social issue that I see could not stay apart the new sociology from Frankfurt nor from the economical, psychological matters of society. Following this perspective, Adorno thinks a culture of mass society manipulated by Cultural Industry to attend to the needs of the capitalist market. Put in this line of thought the conception of the neo-marxist thinker Michael Apple about the criticism to the Ideological State Apparatuses coined by Louis Althusser and the Bourdieu criticism of education according to him conserves the status quo of the major classes above the subordinate ones. Therefore, the results of this investigation consisted in the recognized inheritance by Michael Apple of the hegemony of a class and the necessity of resistance into the contemporary political scene for the defense of democracy because the teacher according Apple is a major personality in this social conflict facing a deep struggle against the rules of hegemony in educational policies.