CONHECIMENTO E FORMAÇÃO HUMANA EM TEMPOS DE ANTI-INTELECTUALISMO

Abstract

This article addresses the challenges and possibilities of scientific knowledge linked to human development in times of anti-intellectualism, through the lens of the Critical Theory of Society, based on the reflections of Adorno and Horkheimer. While the advancement of information and communication technologies appears to enable the democratization of content by promoting the idea of equal access to information, it conceals the deep class disparities present in society. This context not only masks inequalities but also exacerbates the challenges to critically and deeply understanding reality. In the dialectic between knowledge, reason, experience, and education, from a critical societal perspective, it becomes evident that the construction of knowledge capable of guiding education toward emancipation requires resistance to the anti-intellectualist tendencies of the contemporary world. This scenario is characterized by the dominance of the instrumentalization of reason and science, which undermines both the possibility of intellectual debate and the promotion of critical and reflective knowledge, essential elements for building a truly enlightened and emancipated society.