Banca de DEFESA: MEIRIANE CONCEIÇÃO DE SOUZA

NON-EVERYDAY TEACHING IS NOT ENOUGH: CONTRIBUTIONS FROM AGNES HELLER TO THINKING ABOUT TEACHING SCIENCES FROM THE PERSPECTIVE OF HISTORICAL-CRITICAL PEDAGOGY

Theory of the everyday life; Historical-critical pedagogy; Agnes Heller.

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 historical-
critical 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.