Teoria crítica e pedagogia do amor
Perspectivas de resistência em Adorno e bell hooks
Bibliographic Data
| ID | 21859790 |
|---|---|
| Authors | Emanuelle Beserra De Oliveira (0000-0002-3863-7491, Instituto Federal de Educação, Ciência e Tecnologia do Ceará, corresponding author) |
| Year | 2026 |
| Volume | 17 |
| Issue | 2 |
| Pages | 38-48 |
| Publication date | 2026-02-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Argumentos - Revista de Filosofia (JOURNAL) |
| Journal identifiers | ISSN: 1984-4247 • E-ISSN: 1984-4255 |
| Publisher | Universidade Federal do Ceará (UFC) (PUBLISHER) |
| DOI | 10.36517/arf.v17iespecial2.96137 |
| OpenAlex | W4416967079 |
| Language | PT |
| References cited | 1 |
This article seeks to explore the intersections between critical theory—particularly in its Adornian perspective—and the pedagogy of bell hooks, drawing on the works Education and Emancipation, Teaching to Transgress, and Teaching Community. In a society shaped by technical rationality and educational structures that reinforce logics of domination, new pedagogies propose to conceive education as a practice of freedom, an act of love, and a space of resistance. It is within this context that we direct our attention to the challenges faced by contemporary education, pointing to possibilities of breaking with neoliberal logic through an affective and resistant pedagogy. In a world marked by dehumanization, if there are still possibilities for an educational act aimed at the emancipation of the individual, they today lie in the transformation of affective relations. Keywords: Emancipatory Education. Critical Theory. bell hooks. Love
Criticism · Modernity · Rationality · Arts and Performance Studies · Education Pedagogy and Practices · Education, Politics, and Culture Studies
| Highly cited | No |
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