Abstract

ESTEBAN, Maria Teresa. Classroom: from fixed places to fluid in-between. Rev. Port. de Educação [online]. 2006, vol.19, n.2, pp.7-20. ISSN 0871-9187.

The classroom is marked by the difference, many times naturalized and devoid of its ambiguous content. A discursive plot is created which deviates the focus of exclusion of the ‘different ones’, kept out of school or cloistered in devalued spaces in the school routine, to the exclusion of the ‘different ones’ who join the classroom with the democratization of school access. The transformation of the school discourse about the difference and the constant redefinition of the pedagogical devices tip off of the tension between homogeneity/ heterogeneity which constitutes the classroom routine. The performance of pedagogic dynamics linked to favorable school results of working class children demands dialogue, which demands the recognition of these children as practice, knowledge and sense producers; as subjects who also have power in the shaping of educational relations, the learning/teaching process and the classroom dynamics.

Keywords : Classroom routine; Difference; Assessment; Dialogue.

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