摘要：This article aims to address the underlying concept of aesthetic education to the work of Herbert Marcuse. To demonstrate how the valuation of the artistic dimension along with education makes it possible to rethink the concept of instrumental reason, even providing subsidies for the development of a qualitative concept of development based on the redefinition of culture. We hypothesized that, given the critical and transformative qualities of art, the aesthetic education fosters a critical concept of reason, able to conduct a grasp of reality that goes beyond mere adaptation to position the resistance and the promotion of new forms of existence.
