HOW TO MANAGE THE CLASSROOM TO HELP LEARNING: BUILDING EVIDENCE ON TEACHING PRACTICES TO THINK ABOUT IMPROVEMENT

In order to contribute to the construction of useful knowledge for improvement in the management of classroom teaching processes, the research set out to construct 'evidence on practices' from the perspective of their processual intelligibility. Through an internal observational approach, recurring and widespread issues in task management and student engagement were recognised; in relation to them, professional gestures typically focused on the use of language, restraint and sanctions were observed and attempts were made to capture recurring elements in the dynamics between teacher and student behaviour. In the face of the need for a deeper scientific understanding of didactic facts in contexts (Chevallard, 2014), the study recalls the importance of frameworks, constructs and tools aimed at advancing theory-practice dialogue.