Educação na modernidade: emancipação ou alienação

Abstract

Modern society is complex, its own characteristic is the view that order is not created naturally, but must be designed by reason. In this context, man's relationships with his objective world and other men become contradictory. The rationality so emphasized gave rise simultaneously to order and disorder, progress and destruction, industry and alienated work. In this way, modern society has become a developed world of rewarding opportunities, but also a world of unpleasant consequences. A time that stands out for relevant scientific progress and technological development and also for acts of violence and dehumanization of people. These acts have been manifested in the modern context without generating concerns. The pain of others is constantly demonstrated before the eyes of many and is ignored as if this was of no interest to anyone else, except the one who is suffering. Furthermore, in this modern context, economic power has placed people and objects on the same level, assigning them the value of merchandise, as well as leaving people excluded from the social system because they are not able to adapt as required by market laws, which has increased the number of those who are abandoned and marginalized. Faced with these questions, the desire to carry out an analysis was awakened to reflect on the role of education in the formation of the individual in this society, which together with so many advances has generated dehumanization. And that even in the midst of great scientific development, the constant circulation of information, the dissemination of knowledge and the demands of increasingly specialized educational training, people still seem oblivious, unaware of their actions, seem unaware of their acting as agents of this reality. As it is in the social context that man's relationships occur and, in turn, the formation of each human being who acts in this reality and develops relationships in it is carried out by the educational act, education and society, society and education find themselves in a dialectical relationship, for Therefore, it is not possible to think about education detached from the social context. Nor the social context without the contribution of education.