Bauman e a Teoria Crítica: fundamentos para repensar a educação na modernidade líquida.
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| Title: | Bauman e a Teoria Crítica: fundamentos para repensar a educação na modernidade líquida. |
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| Alternate Title: | Bauman and Critical Theory: foundations for rethinking education in liquid modernity. Bauman y la Teoría Crítica: fundamentos para repensar la educación en la modernidad líquida. |
| Authors: | Benini, Sandra Medina1 sandra.benini@univag.edu.br, Santos, Ricardo Miranda dos2 ricardomiranda4@hotmail.com |
| Source: | Revista Práxis Educativa. 2025, Vol. 20, p1-15. 15p. |
| Subject Terms: | *Critical theory, *Learning, Liquid modernity, Liberty, Solidarity, Sociologists, Ethics |
| Abstract (English): | This study analyzes the contributions of Zygmunt Bauman and Critical Theory to understanding and addressing the contemporary challenges of education in liquid modernity, with an emphasis on the Brazilian context. It starts from the problem of how to rethink education in the face of social fluidity and neoliberal rationality, examining the relationship between ethics, solidarity, and emancipation. The research adopts a hermeneutic epistemology inspired by Bauman’s interpretive sociology, employing a qualitative approach and literature review. The dialogue with Adorno, Horkheimer, Habermas, and Bauman shows that education, often subjected to technocratic and market logics, can constitute a critical and reflective space oriented toward responsibility and social justice. The results indicate the need to reassert the ethical role of schools and educators in building democratic and solidarity-based relationships. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este estudio analiza las contribuciones de Zygmunt Bauman y de la Teoría Crítica para comprender y afrontar los desafíos contemporáneos de la educación en la modernidad líquida, con énfasis en el contexto brasileño. Se parte del problema de cómo repensar la educación ante la fluidez social y la racionalidad neoliberal, examinando la relación entre ética, solidaridad y emancipación. Se adopta una epistemología hermenéutica inspirada en la sociología interpretativa de Bauman, con un enfoque cualitativo y revisión de la literatura. El diálogo con Adorno, Horkheimer, Habermas y Bauman pone en evidencia que la educación, frecuentemente sometida a la lógica tecnocrática y mercantil, puede constituirse en un espacio crítico y reflexivo orientado hacia la responsabilidad y la justicia social. Los resultados indican la necesidad de revalorizar el papel ético de la escuela y de los educadores en la construcción de vínculos solidarios y democráticos. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este estudo analisa as contribuições de Zygmunt Bauman e da Teoria Crítica para compreender e enfrentar os desafios contemporâneos da educação na modernidade líquida, com ênfase no contexto brasileiro. Parte-se do problema de como repensar a educação frente à fluidez social e à racionalidade neoliberal, examinando a relação entre ética, solidariedade e emancipação. Adota-se uma epistemologia hermenêutica inspirada na sociologia interpretativa de Bauman, com abordagem qualitativa e revisão bibliográfica. O diálogo com Adorno, Horkheimer, Habermas e Bauman evidencia que a educação, frequentemente submetida à lógica tecnocrática e mercantil, pode constituir-se em um espaço crítico e reflexivo voltado à responsabilidade e à justiça social. Os resultados indicam a necessidade de revalorizar o papel ético da escola e dos educadores na construção de vínculos solidários e democráticos. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This study analyzes the contributions of Zygmunt Bauman and Critical Theory to understanding and addressing the contemporary challenges of education in liquid modernity, with an emphasis on the Brazilian context. It starts from the problem of how to rethink education in the face of social fluidity and neoliberal rationality, examining the relationship between ethics, solidarity, and emancipation. The research adopts a hermeneutic epistemology inspired by Bauman’s interpretive sociology, employing a qualitative approach and literature review. The dialogue with Adorno, Horkheimer, Habermas, and Bauman shows that education, often subjected to technocratic and market logics, can constitute a critical and reflective space oriented toward responsibility and social justice. The results indicate the need to reassert the ethical role of schools and educators in building democratic and solidarity-based relationships. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 18094031 |
| DOI: | 10.5212/PraxEduc.v.20.24583.094 |
