La organización del centro al servicio de la didáctica

Résumé

School Organization and Didactics are constitutive, defining and conditioning elements of educational action. It is true that the manual is about didactics, but this chapter reflects on the organization and how the organizational aspects are present and conditions didactic action for better or for worse. It is also true that from reading the chapter title it seems clear that the first (the organization) must submit to the second (the didactic). In my opinion, this statement is somewhat inconclusive, among Other reasons, due to the impossibility of separating both discourses from an evident imbalance in their relationships. In this sense, based on the commonly accepted consideration of the work carried out by teachers, the chapter revisits the essential elements that carry out this activity and tries to view them from a broader, more complex and diverse point of view. The chapter does not hide at any time claiming an organizational vision of what happens at school that perhaps distorts the more «logical» vision of what teachers do in their profesional activity, that is: teaching in a classroom with a group of male and female students. While remaining essentially that, we cannot forget that the activity of teachers is installed in a much broader physical and social context that even transcends the school itself. In short, not only must organization and didactics be placed on an equal footing, but also remember that what happens at the organizational level has its own substantivity and significance and it is essential to understand it to carry out educational action. This chapter is likely to lead us to a series of consequences at various levels, which should be valued and assumed, where appropriate, and which, in the end, in one way or another, represent an opportunity to reflect on what does work in the teaching profession.