A DESPOTENCIALIZAÇÃO DA CULTURA INFANTIL E DA FORMAÇÃO: UMA ANÁLISE ADORNIANA DOS DESENHOS ANIMADOS “EDUCATIVOS”

Abstract

This study aims to investigate the mechanisms used by the cultural industry to weakening children's education, promoted by cartoons. The hypothesis is relationship between the weakening of culture, refer subjectivity and child autonomy and the formative weakening of childhood. Thus, the problem of the research object considered the following questions: Can television and cartoons, within the scope of Adornian Critical Theory, be formative and / or pedagogical? The general objective of this research went to analyze the cartoons considered as educational and which are shown on closed channels and TV Cultura and was separated in four specific objectives: to raise the bibliography on the Adorn Critical Theory, in order to reflect on the concepts of cultural industry, semi formation, formation and emancipation in this perspective; establish the categories that define, according theoretical framework used, a program as educational; Investigate which educational content is promoted by children's programs; clarify the resistance alternatives due to television calls to children. This research was based on bibliographic review, based on theoretical framework of Adornian Critical Theory and its followers, among other literature that discuss the constitution of children's cultures. The methodology used for the research was organized as follows: first, we selected three cartoons Peppa Pig, Blazes and Monster Machines and Luna Show, all broadcast by TV Cultura, a broadcaster that qualifies as educational. Then we chose some chapters of each cartoon and went analyzed according their specificities. For this, we used some categories, such as music, stereotypes, relation between fiction and reality, relation between fiction and imagination, jargon, fixed order (standardization), pseudo interaction, discontinuity, ambiguity and lack of concepts, in order to determine control instruments desired by inflexible corporation of mass culture. Subsequently, we established a parallel in order to analyze the common aspects that validate the research hypothesis, the “educational” programs are not formative, since this purpose is incompatible with modus operandi of television programs. During our research, it went possible to prove the initial hypothesis that cartons analyzed do not have an educational character, since their content and form reinforce the deception that characterizes reason in the process of bourgeois development, modifying the essence of formation.