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Research with qualitative approach and ethnography as a symbolic interpretive methodology, were the means of analysis and reflection of the teaching practice in the learning process, through the Journal of practice, stories, interviews, records and questionnaires. Results account for the event of teaching practice, speaking the process of initial training, because of its complexity, it is seen as an action with a high degree of subjectivity which does not occur in isolation. In this sense, it is needed by teachers, make deeper readings to establish the siege of relations that articulate it with the outside world. Immersed in this process with all its implications, both subjective as silent outside, the educational action that originates in the classroom is not only there, because the practice acquires extensive dimensions. The teaching practice, notes that making teachers work with students in initial training, to join the gardens of children, identified some problems that hinder the dynamics of pedagogical communication between students and teachers. After a long period of observation and problematizations, emerged from the classroom of the school of Capulhuac and reflected, lies much of the problem is hidden by the limitation that manifest the teacher Adviser to develop dialogue and reflection during the pedagogical relationship with students, generates prolonged silences, which here, for research purposes I have called as computer concept. RESUMEN La investigacion con el enfoque cualitativo y la etnografia como metodologia simbolica interpretativa, fueron el medio para el analisis y reflexion de la practica docente en el proceso formativo, a traves del: diario de practica, relatos, entrevistas, registros y cuestionarios. Los resultados dan cuenta del acontecimiento de la practica docente, al intervenir el proceso de formacion inicial, por su complejidad, es vista como una accion con alto grado de subjetividad que no se da en forma aislada. En tal sentido es que requiere por parte de los profesores, hacer lecturas mas profundas para establecer el cerco de relaciones que la articulan con el mundo exterior. Inmersa en este proceso con todas sus implicaciones, tanto subjetivas como del mudo exterior, la accion educativa que se origina en el aula, no queda solo ahi, porque la practica adquiere dimensiones extensas. En la practica docente, se observa que realizar el trabajo docente con estudiantes en formacion inicial, para incorporarse a los Jardines de Ninos, se identifican algunos problemas que dificultan la dinamica de comunicacion pedagogica, entre estudiantes y docentes. Despues de un largo periodo de observacion y problematizaciones, surgidas del aula de la Escuela Normal de Capulhuac y reflexionadas, se localiza que gran parte del problema se oculta por la limitacion que manifiesta el docente asesor para desarrollar el dialogo y la reflexion durante la relacion pedagogica con los estudiantes, genera silencios prolongados, lo que aqui, para fines de investigacion, he llamado como concepto ordenador. Contacto principal: solalinaran1@hotmail.com

revista internacional de aprendizaje en la educación superior

El diálogo reflexivo: Un problema que intervenir desde los silencios prolongados / Reflective Dialogue: A Problem that Intervene from the Long Silences