György Lukács's ontology of social being and its importance for the objectives of science education

This research project aims to analyze the objectives of science education through the lens of György Lukács's ontology of social being. To achieve this, a bibliometric co-occurrence analysis was conducted on all scientific articles published in specialized journals over the past five years that address the goals of science education. Based on this analysis, a thematic content analysis will be carried out to identify the historical, political, and economic determinations underpinning the concepts that support these objectives. Subsequently, informed by Lukács's ontology and the theoretical expectations regarding the role of teaching, the project will critically examine these objectives, considering their ontological characteristics. This analysis will then be extended to a review of Brazilian science curriculum documents to assess whether the stated educational goals align with those systematized through the bibliometric and content analyses, as well as with the ontological foundations of the teaching profession, as framed by Lukács. In addition, the project intends to examine German science curriculum documents as a case study, aiming to analyze the differences between the educational guidelines of a country located at the center of global capitalism (Germany) and those of a country situated on its periphery or Global South (Brazil). This comparative perspective seeks to explore how socio-historical and economic contexts shape the objectives of science education in distinct geopolitical realities.

During the research period at EUF, the following activities will be undertaken:

• A review and update of the initial bibliometric analysis, including articles published since the first analysis;
• Thematic content analysis of the selected literature;
• A critical reading of Brazilian and German basic education curriculum documents to identify the stated objectives of science education, their theoretical foundations, and potential limitations in promoting a truly emancipatory educational process.