A whatdoing in the classroom: didactic, methodology or none of these?

Abstract

This article intends to begin a discussion about this whatdoing which concerns the teacher and the student in the classroom and that has been also historically analyzed almost exclusively through the windows of ‘didactic’, ‘methodological’ and ‘practices of teaching’. It is proposed in this very brief essay that this whatdoing be analyzed from the widening of vision, once there are signs announcing that these disciplines are not being enough to reach the current challenges concerning this dynamic into the classroom, which includes other factors beyond the traditional didacticpedagogical relations between teachers and students. It is raised a hypothesis that maybe the narrowing of the relations between Pedagogyand Communication may somehow contribute to a better approach of this whatdoing. It is possible that a dialogical approach, in an ofthestudent perspective, offers some meaningful contribution to the educators to an analysis and apprehension of this dynamic in a more totalizing way and, who knows, to the direction of a educommunication – a Pedagogy based on Communication.