Interacciones en el aula desde prácticas pedagógicas efectivas

The objective of the present investigation was to analyze classroom interactions generated from efective pedagogical practices in the XV region of Arica and Parinacota, Chile. Results collected in a school are presented, which correspond to the observation of three pedagogical practices considered efective by the teachers and school directors, based on criteria raised for this selection and group interviews with teachers of the cycle in which the classes were observed. Field notes and an observation pattern with three dimensions, ten subdimensions and thirty-six indicators were used and validated in order to carry out the observation. he results show a strong weight of the context and of the characteristics of the students in the observed pedagogical practices and in the interactions in the classroom; that, in general, presented high direction of the teacher towards the students, absence of student-student interaction and high student-knowledge interaction time. From the practical pedagogical dimension, dificulties have been observed in the structure of the lessons, both in the timing and the organization of the sequences of the class, and in the activities that promote the transformation of knowledge.