Modelos de estudio de la interacción didáctica en la sala de clase

several researchers agree with the fact that knowledge is an interactive construction, which has important consequences when analyzing educational processes. the study of didactic interaction in the classroom has been assumed from several perspectives. this article describe three traditions of its study: conversational and systemic-instructional transmission. the objective of this article is to analyze the incidence of conversation in the construction of school knowledge. it can be found that didactic interaction makes reference to the situations of the classroom, which express the active process of negotiation of meanings over roles and goals of education, as well as teaching-learning speech structures.