E os fósforos continuam acesos na educação: Fahrenheit 451 e o apagar da chama crítico-emancipatória
Nenhuma Miniatura disponível
Data
2025-09-10
Autores
Molini, Tatiane Sperandio Fernandes
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal do Espírito Santo
Resumo
This research analyzes the perspective of human development present in Ray Bradbury's novel Fahrenheit 451 (1953), identifying relevant educational and technological aspects to problematize the direction of Brazilian public policy for education after the 2016 coup. The work presents a futuristic, totalitarian reality, fueled by the cultural industry and marked by "herdthink," in which common sense rejects anything that deviates from the established norm. It serves as a warning against questioning values and the administration of public and private life by a state that, even under democratic guise, restricts human development to technical and instrumental parameters typical of the society of the spectacle, mediated by image-electronic devices that impoverish ethical and aesthetic experience. The research begins with the central question of how education, subordinated to the semi-formation produced by the cultural industry and driven by hegemonic economic-political power, contributes to the maintenance of the values of the current social order and, consequently, to the type of human development addressed in fiction. The hypothesis considers that there is an impoverishment of the formative experience through a formal education focused on training and adaptation to the status quo. The study connects the novel with the Critical Theory of Society, especially Theodor Adorno, and with the liberating philosophy of Paulo Freire, using concepts such as formation (Bildung), semi formation (Halbbildung), cultural industry, excited society, society of the spectacle, ideology, education, and barbarism. It argues that, taking into account historical constraints, the work anticipates and highlights processes present in contemporary Brazilian educational policy, revealing the dichotomy between the emancipatory function and the reproductive function of the dominant ideology through education
Descrição
Palavras-chave
Formação humana , Educação crítica , Indústria cultural , Fahrenheit 451 , Human development , Critical education , Cultural industry , Fahrenheit 451