Conhecimento cotidiano: importância e desafios para superação

Abstract

This article discusses everyday knowledge and concrete knowledge based on Marxism, developed by Kosik (1969); the concept of everyday life and its importance for the construction ofsocial roles in the perspective of Heller (1989); the possibility of suspending school everydaylife by McLaren's (1984) critical pedagogical thinking; as well as the contributions of geography teaching in this process, from Cavalcanti's (2013, 2019) perspective. Theconcern with the theme starts from the principle that the school has a relevant role in society and it is necessary to understand how this relevance is articulated in the face of reality and everyday knowledge. Thus, thegoalwas to understand the possibilities for the development of concrete knowledge and the everyday contributions to social permanences and transformations, as well as the role of school and the teaching of geography as catalysts forsuchpermanences and transformations. Methodologically, the aim is to dialectically link elements of bibliographic research, information obtained from dialogue with teachers in continuing education meetings and data provided by the 2018school census.