Scripts and routines: actions of the educators from the scientific teaching

Abstract

Scientific pedagogy gathers strength in the frame of the proposals made by María Montessori during the first half of the XX century. The edge it has can be found in the idea of intertwining discourses and medical, biological and anthropological practices in the education field, to strengthen the learning processes in the individuals and to achieve advances in their physical, psychological and behavioral development. Under this perspective, the teacher gets assigned the role of accompanying and guidance of the process of the students and for it, a series of scripts and routines are established, which will become instructions that the educator must accomplish to reach the objectives proposed in the learning framework. This vision regarding the role of the teacher can be contrasted with more recent proposals, which expand the horizon of meaning around the teaching profession and the implications it has in the process of forming individuals. Accordingly, some hypotheses are explored about the studies of the knowledge of the pedagogue where it is stated that scripts and routines, more than being an instructional aspect, is an unspoken way of knowledge that the educators maintain during the teaching process, which is built in a specific context and is represented in the series of structured actions than unconsciously are used by the teacher.