EDUCATION AS A TOOL AGAINST BARBARISM:
A CRITICAL ANALYSIS OF THE BRAZILIAN EDUCATIONAL SYSTEM AND THE STRUGGLE FOR AUTONOMY
DOI:
https://doi.org/10.7443/problemata.v17i2.78036Keywords:
External assessments, Curriculum, Barbarism, EmancipationAbstract
The aim of this article is to analyze how external tests conducted by SAEB (Basic Education Assessment System) have influenced the curricular structure of Brazilian basic education and to what extent this influence affects an education against barbarity. This study is based on the Systematic Literature Review (SLR) methodology, aiming to map and consolidate the scientific evidence produced on the subject in the national context. The bibliographic survey took place in January 2026, consulting the repositories of the CAPES Thesis and Dissertation Catalog and the Google Scholar platform. The data obtained from this research become a philosophical problem when confronted with Adorno's thesis: "The demand that Auschwitz not be repeated is the first of all for education" (Adorno, 1995, p. 119). Since the results diverge from Adorno's proposal, which establishes an education against barbarism aimed at human emancipation—that is, the act of freeing oneself from the tutelage of external forces such as political propaganda, rampant consumerism, and authoritarianism—educating, in this sense, means teaching how to read between the lines and resist manipulation.
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