This article aims to present the epistemological contributions of Theodor Adorno's thought to the reflection of emancipatory teacher education, based on two concepts, enlightenment and self-reflection. Taking the dialectical perspective as a reference to think about society and its contradictions, as well as teacher education, it is intended to show that, despite the development of capitalism, a system capable of preventing attempts at equitable transformations, there is the possibility of developing an attitude of self-criticism and resistance, which can be put into action by individuals through enlightenment and selfreflection. Training the teacher in an emancipatory proposal requires the adoption of a consistent project that leads to overcome adaptation, unveil social contradictions so that the individual can consciously transit in the world, with the world and for its transformation. [ABSTRACT FROM AUTHOR]