Tacit knowledge in the subject-educational object correlation
DOI:
https://doi.org/10.56294/mw202269Keywords:
tacit knowledge, subject-object, teaching praxisAbstract
Educating is one of the daily activities of the teacher or educator. And even when the resources to be used for this are diverse, language continues to be the most relevant because it is the form that accompanies gestures, looks, touch, or other forms of communication that, in any case, should not lead to in the verbalism so criticized to the educational systems of the world. In this framework, the study of the contents alluded to or displayed by the teacher in the classroom is pertinent within the framework of Polanyi's (1983) “tacit knowledge” thesis. It refers to certain content or demonstrations in which others are unconsciously assumed in students. This phenomenon, which collides with various areas of logic, psychology, and linguistics, has interesting pedagogical implications. A case study, representative of the work of the teacher in a school institution will be the central objective of this research, based on the paradigm or qualitative methodology and using the aforementioned method (case study), which allows observing in situ what happens in a real classroom. Therefore, we will use data collection techniques and instruments such as observation, notebooks, class diaries or other similar ones, and we will use an analysis of the teacher's discourse at work guided by van Dijk observations. The research has no other purpose than to contribute to adding knowledge that allows improving teaching practice in its dialogical or expository, demonstrative, experimental, or other similar aspects.
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