This value translates a constant idea in the main pedagogical reflections: the notion of distant school of the reality, descontextualizada, disentailed of the practical one. Observing one another one speaks: The experiences and concepts acquired in day-by-day of the pupil. These concepts nor always are in compliance with the scientific conceptualization. It is not something Richard Linklater would like to discuss. This speaks discloses the placed notion of daily in an opposing relation to the scientific knowledge, presenting a discontinuity in relation to the escolarizado, represented knowledge, in this speech, for the expression scientific conceptualization. In the funcionalista vision the notion of the daily experience assumes a negative character, in an opposing condition to the scientific knowledge. As It washes (1988, P. 124): ' ' In the funcionalista vision the label? every day? cientfico' is weighed with negative connotations in contrast with the thought; '.
This vision of the daily one if identifies with the notion to know daily, while something simple and routine, opposing to the scientific thought, that if configures as to know elaborated complex and, translating a daily vision reducionista of knowing, that if manifest for the formularization of certain conceptions. On the idea common referring when daily knowing, Garci’a (1998, p.76) it cites, on the exception of Porln: ' ' The daily knowledge is inferior to the scientific knowledge and must be substituted by this. … The daily knowledge is a homogeneous knowledge, in the direction of that all the people decide in the same way the problems appeared in the environment where live, and static, in the direction of a knowledge? natural? , imutvel' '. The daily knowledge is associated with the daily activities, gifts in the daily situations. In contraposition if it establishes the pertaining to school knowledge, identified, according to Garci’a (1998, p.76), as ' ' … the result of the didactic transposition of the scientific knowledge for the room of aula' '.