This conceptual theoretical text discusses, based on an ontological criticism, knowledge production, the processes of knowing, teaching and learning, and the ontological foundations that consolidate these processes. We affirm the pre-existence of an objective world, independent from our consciousness, which considers that it has a material basis that sustains it and allows - through this procedural and historical materiality – this consciousness to establish objective knowledge, of itself that is, an intelligibility of this world. The work is based on studies of the dialectical-materialist perspective of history, found in the work of Lukács, Rubinstein Sheptulin and Heller, and the work of education that we have conducted with the Group of Research and Study in Critical Ontology. We first approach some questions about knowledge and its appropriation from the above mentioned point of view. We then deepen the understanding of the concepts of daily school life and everyday life, creating a tension between their contents, their forms of transmission and appropriation, and their relationship with didactics. We conclude by presenting questions for further investigations.