Reality according to Bauman and its implications for education

Abstract

This article analyzes the implications of Zygmunt Bauman's thinking for Education, based on the concept of Liquid Modernity. The fluidity of human relationships, the weakening of institutions and social instability directly impact educational practices, requiring a profound reconfiguration of the school and its objectives. With a critical-reflexive approach, it proposes to articulate Bauman and Paulo Freire to understand the implications of Liquid Modernity in Education, highlighting the urgency of a pedagogical practice committed to integral education, autonomy and social justice. The conclusion highlights that the articulation between Bauman and Freire emphasizes how Liquid Modernity weakens educational institutions, requiring a reorientation of the school's objectives. Given social fluidity and the logic of consumption, education must go beyond mere adaptation to market demands and assert itself as an ethical space for resistance and collective creation, forming autonomous, critical, and supportive individuals and promoting effective social transformation.