O caráter histórico-social do complexo da educação na ontologia do ser social de György Lukács

Abstract

With the present doctoral thesis, we aim to demonstrate that education is a historical-social process essential to the continuity of the social being and of society itself, as well as one of the possibilities for overcoming the estrangements arising from social relations within the capitalist system. The theoretical foundation is based on Ontology of Social Being (2013), written by the Hungarian philosopher György Lukács (1885-1971), who, drawing on Karl Marx’s (1818-1883) conceptions, presents the ontological assumptions for understanding the production and reproduction of the social being. This theoretical basis is complemented by authors aligned with Marxian thought, whose works enrich Lukács’s analysis by highlighting the genesis and social reproduction of the human being, breaking with traditional perspectives and emphasizing the historical and dynamic character of the social being. or the development of this thesis, we conducted theoretical research using the dialectical method, starting from the analysis of the complex of education as outlined by Lukács, privileging the categories of labor, reproduction, ideology, and estrangement. The central hypothesis argues that education, although necessary to human life, is a historical-social category mediated by other social complexes, such as teleological labor, social consciousness, ideology, and estrangement. Thus, it must be understood as part of the social totality, not in isolation, but as an ontological mediation in the reproduction of the social being. The results indicate that, when understood in its historicity and social mediation, education preserves its critical and emancipatory potential. Pedagogical practices committed to totality and to the integral formation of subjects can contribute to overcoming estrangement and to the constitution of social relations grounded in solidarity and human emancipation. We conclude that education should not be restricted to preparation for the labor market or university admission, but should enable emancipatory responses to social demands.