ESTABLISHING A RELATIONSHIP BETWEEN BAUMAN’S LIQUID MODERNITY AND LIFE PROJECTS

Abstract

This article analyzes the connections between the concept of liquid modernity, developed by Bauman, and the "Life Project" (*Projeto de Vida*) curricular component, considering the challenges of youth development in contemporary times. The analysis is based on the understanding that constant social transformations directly influence the formation of youth identities, as well as how young people envision the future and relate to the world. Grounded in Bauman’s perspective, the study discusses how the fluidity of relationships and the instability of social structures impact the educational context, challenging schools to rethink their educational practices. In this scenario, the Life Project is understood as a curricular component that seeks to foster autonomy, creativity, and the ability to formulate future perspectives—acknowledging the uncertainties characterizing liquid modernity while recognizing the challenges inherent in planning for the future during such uncertain times. The article proposes a reflection on the role of education in human development, advocating for pedagogical practices rooted in ethical principles and committed to understanding the students' lived realities. It concludes that understanding societal transformations is essential for redefining the Life Project as a tool for fostering critical thinking and citizenship.