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Neste artigo procurar-se-a abordar a relevância dos conceitos de educacao barbarie e semiformacao, a partir do pensamento critico de Theodor Adorno para o entendimento da pratica educativa. Dentro dessa perspectiva buscar-se-a evidenciar a importância da educacao para a superacao dos processos de dominacao e para a formacao de sujeitos realmente plenos, capazes da reflexao autonoma. E importante frisar no entanto que Adorno e os fundadores da matriz da Teoria Critica, posteriormente conhecida como Escola de Frankfurt nao eram especificamente teoricos da educacao. Mesmo assim e possivel e pertinente a utilizacao do arcabouco teorico adorniano nas reflexoes acerca da pratica educativa. Ora, sendo a educacao enquanto campo de pesquisa social pautada pela pluralidade de analises e pela interdisciplinaridade faz-se importante o entendimento epistemologico dos preceitos principais que norteiam a Teoria Critica, que podem de fato ser utilizados para a analise sociologica da pratica pedagogica. ABSTRACT In this article we will try to approach the relevance of barbarism education concepts and erudition, from critical thinking Theodor Adorno to the understanding of educational practice. Within this perspective will be sought to evidence the importance of education to overcome the domination of processes and the formation of subjects really full, capable of independent thought. It is important to note however that Adorno and the founding mother of Critical Theory, later known as the Frankfurt School were not specifically educational theorists. Yet the use of Adorno's theoretical framework in the reflections of the educational practice is possible and relevant. Now, with education as a social search field guided by the plurality of analysis and the interdisciplinarity is an important epistemological understanding of the key principles that guide the Critical Theory, which can in fact be used for sociological analysis of pedagogical practice. Keywords: Critical Theory. Education. Cultural Industry. Barbarism. Formation.

EDUCAÇÃO, BARBÁRIE E SEMIFORMAÇÃO: APORTES DA TEORIA CRÍTICA E DO PENSAMENTO ADORNIANO PARA ANALISE DA PRÁTICA EDUCATIVA