ABSTRACT:
The debate on the conception of the world has gained prominence in historical-critical pedagogy and we believe it is pertinent to point out an often forgotten aspect that must be taken into account in our investigations: the non-conscious dimension. The present text was written at the invitation of the editors of this journal, based on our opinion about the article that, when published, was entitled Pedagogical theories and conceptions of the world of undergraduates in Science and Biology by Pressato and Campos (2022). Seeking to alert to the risks of establishing direct relationships between the appropriation of systematized knowledge and the formation of a coherent, unitary, and revolutionary conception of the world, this text brings some reflections on its limits and possibilities in the school education’s role, as the considerations about methodological issues that need to be considered in the investigation. We conclude that the conscious/non-conscious dialectical movement in the formation and transformation of the conception of the world makes this a complex phenomenon and impossible to be investigated outside the activity of the concrete subjects. For this same reason, forming coherent and unitary conceptions of the world does not depend only on the school, but o the creation of forms of sociability that go against the bourgeois ideology.
KEYWORDS:
Conception of the world; Historical-critical pedagogy; Conscious/non-conscious dialectical movement