O ensino não cotidiano não basta:contribuições a partir de Agnes Heller para pensar o ensino de ciências na perspectiva da pedagogia histórico-crítica

Abstract

This research aimed to investigate Agnes Heller's Theory from a historical-critical perspective. The relationship between everyday life and the pedagogical act has been the subject of many discussions in the field of science education, especially based on the assumption of valuing the knowledge that emerges in everyday life. Many of these discussions are grounded in Heller's study of the everyday life and the non-everyday. The Marxist philosopher developed this theory based on the research method called historical dialectical materialism and emphasized that the term "everyday life" in this theory refers to activities aimed at the subject's reproduction, so in this theory, the concept of "everyday life" is not synonymous with "day-to-day." However, despite the works we analyzed being based on Heller's study, we did not find a deep reflection on the conception of the everyday life employed by these authors. Therefore, we sought to understand the meaning attributed to the term "everyday life" in the consulted works and simultaneously analyzed how the characteristics that make up Heller's study categories have been manifested in these works. Based on this, we developed three categories of analysis: equivalence between the everyday life and temporality, conceptual absences of the terms that make up the theory of the everyday life, and weaknesses in the concept of alienation. However, it did not seem sufficient to us to disseminate the results of these analyses without offering further contributions on the subject. Thus, with the aim of contributing to an education that aligns with historicalcritical pedagogy, we formulated the following summaries: education should not be based on the everyday life, but the everyday life is not the same as day-to-day; and education should be humanized and opposed to alienation.