Philosophy, education and visual arts: formative confluences in light of critical theory

Abstract

This article deals with the relationship between philosophy, education and visual arts from the epistemological focus of Critical Theory. The problem reflects on what kind of theoretical foundation of educational and curricular practices in Visual Arts makes possible the realization of a project of society supported by the ideals of emancipation, autonomy and critical awareness of the subject. We understand that it is necessary to review the intentionality and the theoretical assumption of educational practice in Visual Arts, because the lack of these benchmarks contributes to the Cultural Industries conception of art to exert alienation, massification and anomie over the subjects. Therefore, the critical-hermeneutic rescue of the Project of Modernity is the medium that allows extending the concept of enlightened reason. The relationship between education and art are the elements that contribute to the social formation of this project. According to Adorno and Horkheimer, critical clarification requires an education that fosters empowerment through (1) true work of art, (2) dialectical thinking and (3) the classical requirement of the thought thinking itself.