Abstract
This article discusses the variability of teaching practices in order to understand its causes. Based on a qualitative, longitudinal research developed in seven classes, distributed among four schools, the article shows that although similarities among teaching practices were quite common in terms of types of questions, examples, activities, exercise corrections and homework, based on a macro-social standard, differences were also present, associated with the singularities of contexts, the teacher's characteristics, and the composition and behavior of the students concerned.
Keywords:
teaching practices; classrooms; elementary education; school contexts