This paper analyzes two central theoretical assumptions regarded in the practice of teaching and learning philosophy: communicative action in Habermas and thinking as a way of resistance in Adorno. Philosophy and its teaching are developed from Habermas's theory of communicative action which provides us with a theoretical basis for reflection and critical education. In the Adornian perspective, the social function of education is intrinsically linked to the critique of the bourgeois society and, therefore, the cultural industry. Adorno seeks to show that formal education has a strong power of resistance against the chaotic path of civilization. Bringing this Adornian sense of resistance to the practice of Philosophy teaching is the purpose proposed here. Teaching Philosophy does not consist of accepting the political, institutional and social enforcements as natural. The task of Critical Theory - as teaching Philosophy -, has a dimension that refers to the pursuit of autonomy by the individual and his social emancipation.
communicative action; resistance; emancipation; Philosophy teaching