ABSTRACT
This theoretical-bibliographic paper performs a critical analysis on the everyday knowledge emphasis in the school education field to the detriment of historically systematized knowledge. Based on the assumptions of historical-critical pedagogical theory, a hegemonic movement is perceived, which promulgates pedagogical aspects that provide opportunities for valuing everyday knowledge as an important condition for universalizing the interests of the ruling class, which, therefore, agrees with the formation of an individual (student) in an empirical status. In counterpoint, notes are presented in the sense that school education contributes to educate members of the subordinate class. In other words, for the benefit of an individual (student) in a concrete status.
Keywords
School education; Everyday knowledge; Historically systematized knowledge