Resumo

BARONI, Vivian. Subjectivity, culture and education in Herbert Marcuse. Rev. Subj. [online]. 2016, vol.16, n.1, pp. 144-154. ISSN 2359-0769.  http://dx.doi.org/10.5020/23590777.16.1.144-154.

Herbert Marcuse's philosophy, deeply marked by Hegelian dialectics, represents a powerful tool for analyzing the panorama of the socio-economic domination of the capitalist system, pointing, however, to the emancipatory potential inherent in the aesthetic dimension. His strong analysis of industrial society, which differs considerably from the Marxist interpretation, insists on pointing to the effects of the superstructure on structure, confirming the determining influence of consciousness in the processes of social transformation. Thus, for Marcuse, a subjective transformation must precede a more general transformation in the properly objective conditions of society. Using Marcuse's bibliography, in this article we will try to explain how the norms and values of the established society can be introjected in the subjectivity of the individuals, consubstantiating, in turn, a repressive concept of reason. We also try to emphasize the possibility of overcoming this state, which in the work Marcusean is represented by the valorization of the theoretical spheres of thought, art and authentic culture, as spheres that can break the reified consciousness and then lead to a critical concept of reason. This process of subjective freedom is carried out by an aesthetic education which, in contact with art, enables a concept of education as a formation that sensitizes and impels the transforming praxis.

Palavras-chave : Marcuse; subjectivity; education; liberation.

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