A study examined the strategies and processes used by a sample of 33 Argentinean adults with little school experience to solve problems and acquire knowledge at work. A Piagetian methodological approach was used to observe adults in building, rural, and domestic work settings and to analyze empirical data regarding their behavior in task-oriented problem situations as a particular mode of knowledge constitution and their application of that knowledge in everyday work-related tasks. The constituents of the task-oriented situations studied were analyzed in relation to the social constraints emerging during the problem-solving procedure. The nature of cognitive activity in everyday situations was illustrated through case studies demonstrating the interactive and constructive nature of everyday knowledge. It was concluded that the processes by which individuals with relatively little education acquire knowledge are not very different from those used by educated people. An interpretive framework was presented for studying everyday activities as education-related issues. It was recommended that the potential of low-literate adults be used as a starting point for educational intervention. (Contains 135 references. Appended is information regarding the following: sample, work practices, study questions, latest interview, adults in the schooling situation, and interview profiles.) (MN)