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This article proposes a reflection on Lukacs’ Theory of Aesthetic Mirroring and its possible contributions to the curriculum of the so-called hard sciences. To make up the analysis, it presents the data emerging from the research of Murara (2013), whose objective is to characterize how the curricula and teaching practice of such courses have affected the employability of graduates. For the development of this work, the theoretical contributions that explain the aesthetic ideas of Lukacs are appropriated, under Frederico (2000), Sales (2009), and Konder (2013).

A estética de Lukács: contribuições ao currículo das “ciências duras”