The methodological dimension of class: revisiting the pedagogical organization of teaching ^{1 2 3}

Abstract

This article proposes a reflection on the methodological dimension in the organization of pedagogical work, resuming the debate on the constitution of the class and the place of the teacher-student-knowledge triad in the process. Mobilized by the report of a 4th grade teacher, it seeks about the place and role of methodological choices in the organization of teaching pedagogical work, assuming them as constitutive of the dialectic pair content/form. Far from presenting proposals or extolling the reported experience, the text seeks to problematize the contours that shape the methodological decisions of the class as a necessary reflection for the delimitation of teaching action, within the potentiality of what is conventionally called the creative unfinished teacher, inspired by Freire (1996). It is argued that by assuming critical conceptions, the teacher is invited to lead, with his students, a construction process that requires the opening to the unexpected possible which, unaware of the way, must be clear of destiny, opening up by the dynamics of the event. the multiple learning in the constant experience of new ways of walking, firmly grounded in principles and contents.

Keywords
pedagogical work organization; teaching methodology; class