ABSTRACT
The pedagogical practices as practices of Government define modes of relation of subjects with themselves, with each other and with the world. It is in school and educational work - in the process of training teachers on new generations - and in particular the relationship established between them where the fundamental precepts that guide the life, although that is not its purpose. The proposal of this article is to analyze the dimensions that shape pedagogical practice and to make it a matrix of experience. In the practice, the techniques and purposes are defined by the forms of knowledge, normative matrices and modes to be subject specific, issues that determined thinking and rationality of specific historical period and a social group. It is thought that the pedagogical practice is much more than a volunteer practice of teachers, it is a historical practice determined by the forms of veridiction, modes of subjectivation and as forms of standardization, comprising an important field of reflection on the techniques and the purposes that guide the education. Perhaps, it is in the study of them where we can evaluate the importance of pedagogy in all its complexity.
Keywords:
Experience; Problematization; Veridiction Regime; Jurisdiction Regime; Professor.