Extremist movements in schools and education against barbarism
DOI:
https://doi.org/10.5216/revufg.v23.76050Abstract
With the recent strengthening of the right-wing extremism in Brazil, the frequent appearance of antidemocratic manifestations by young students in private schools have worried teachers and educationists. Considering the objective and favourable conditions to the worsening of society's “authoritarian atmosphere”, one may ask: to what extent schools, which should value the formation and resistance of subjects to barbarianism, by basing themselves on an educational model that fosters competition, strength, and coldness, would be promoting its very opposite by the concomitant depletion of emancipatory formative spaces? The purpose here is to discuss the elements involved in these irrational phenomena – the psychic regressions in these way of acting – based on the writings of Adorno, Horkheimer and Marcuse about the administered society in its psychosocial dimensions. Such contradictions fall upon school relations and educational agendas tabled by the logic of technocratic rationality, which end up encouraging authoritarianism.
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