Educational discourse in the classroom

Abstract

Study of the relation and implication of communication and its disciplines in the educational context, using an ethnographic approach to find out the type of predominant communication of the teacher in the classroom. For this, the verbal and not verbal communication of the teacher and his/her pupils in the school classroom, were observed besides the perceptions that the teacher has in relation to his/her communicative practice, being that the type of communicative relation that the teacher establishes with his/her students defines his/her professional role of learning and that in these situations there exists a hierarchic communication; that his/her type of communication influences positively or negatively in the participation, and, he/she that recognizes his/her predominant communication by means of a tacit and not reflexive metacommunication of his/her process.