Trabajo didáctico en la escuela secundaria: vínculo entre contenidos y materialidades en asignaturas con ejes relacionales.

This paper reviews our qualitative analysis of the classes given by three teachers at the basic cycle in secondary school. The contents of the taught curricular units are prescribed by the jurisdictional curricular designs of Cordoba and organized around relational axes. The investigation inquiries into how in their methodological constructs the teachers relate educational paths and approaches to content with the use of various technologies available in the school environment, and how the uses and ways of managing the materiality of didactic artifacts and tools, and even their implied meanings, tend to condition and/or enable certain forms of transmission of knowledge. Through this first exploration, we have recognized some recurrences and discrepancies in the classes observed, which are linked to the fact that the way of presenting and treating the contents in these subjects would assume evaluative and pragmatic senses, with an informative imprint, while at the same time would guide the selection of certain devices and tools for use in the classroom. In turn, the available artifacts and tools contribute to consolidating this type of work with knowledge. The interweaving of these elements/features makes up a didactic-pedagogical devices or mechanisms (dispositifs) within the framework of traditions, organizations and dynamics of school work at the secondary education level. [ABSTRACT FROM AUTHOR]