Análise dos sentidos atribuídos ao termo cotidiano no ensino de ciências nas pesquisas apresentadas nos ENPEC

Abstract

The objective of this work was to analyze the meanings that the term everyday assumes in the research presented at ENPEC, based on Agnes Heller's vision of everyday life. We analyzed 75 articles published in all editions of ENPEC that dealt with research that made use of everyday activities in basic education written in Portuguese and classified the meanings assumed by the term everyday into 4 categories, namely: Habituality; Prior Knowledge; Contextualization and Reality, which we divided, based on Agnes Heller's theoretical framework, into 2 large groups: Daily life as non-conscious generic human activity and Daily life as conscious generic human activity. The results showed that most of the research presented at the events present excerpts that have meanings linked to the Habituality category and that the same researcher uses the term everyday with different meanings, since we noticed that the same work could contain excerpts in all categories. The research showed us that there is a need to deepen the understanding of what is everyday, since it is much more complex than one imagines, to use it in science teaching, since using it in a wrong way, there is a risk of restrict learning to something that is commonplace and that does not need further understanding to be accomplished or understood.