Resumo

VILLALTA PAUCAR, Marco Antonio; MARTINIC VALENCIA, Sergio  e  GUZMAN DROGUETT, María Angélica. Elements of Didactic Interaction in the Classroom that Contribute to Learning in a Vulnerable Social Context. RMIE [online]. 2011, vol.16, n.51, pp.1137-1158. ISSN 1405-6666.

The objective of the present article is to analyze elements of teachers' pedagogical practice in the didactic interaction of the classroom-elements that are attributed with contributing to the learning of students in vulnerable contexts. The discourses of educational are selected and analyzed, along with films of class interactions of middle school teachers in municipal schools in Chile's vulnerable social sectors; the schools under study have higher educational achievement than other schools with a similar social situation. The results indicate that care for the affective climate in the classroom is an aspect of didactic innovation in this context, and becomes an element that increases the construction of learning.

Palavras-chave : classroom; risk factors; educational innovation; pedagogical practice; verbal communication; Chile.

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