APROXIMAÇÕES ENTRE LEV VIGOTSKI E GŸORGŸ LUKÁCS: POR UMA ONTOLOGIA SOCIAL DA APRENDIZAGEM

Abstract

This article aims to discuss the theoretical approaches between Lukács and Vygotski with regard to education, presenting some points that can demonstrate that there is a social ontology of human learning, that is, there is a specific way for human beings to learn that is not natural, but social and which implies the development of some assumptions (categories prior to learning itself), such as Work, Consciousness, Communication and Language. Based on Historical-dialectic Materialism, it analyzes the texts of Lukács and Vygotski, considering as main sources chapter II of the work “Towards an ontology of social being II” in the lukacsian work, called “Reproduction” and the Vygotskian work: “The construction of thought and language”, in your chapter 4 “The genetic roots of thought and language”. It presents a study regarding an ontology of education, whose principles are anchored in a historical and sociogenetic conception of the development of human capabilities. It understands the relationship between the development of Higher Psychological Functions and the education category as aspects of the ontological leap towards the social being, mediated by work activity. Finally, it recognizes the proximity between Vigostkian and Lukacsian theories based on work as a central category and mediator of the transformation of humanity's biological being into a social being. Other categories would emerge from work, such as language, education and consciousness, as well as presumably learning.