Pedagogical relations and common sense

Abstract

What seems to be ‘obvious’ in the pedagogical relationship needs to be uncovered. The obvious has been also becoming evident by the uses of sedimentary concepts empirically, or by the common sense discourses non-thought critically as well. The goal of this paper is to give a chance to a critical reflection, perceiving that if we do not consider that “the obvious for someone is not always the same for me”. Besides, in the pedagogical practice, if we do not pay attention to these possible and probable differences, we could be acting in order to “take for granted”, what is opposing the learning. We look for observing, hearing, reflecting and act in search of the comprehension of this phenomenon and its implications in the teachers and students’ learning, because we know that a word pronounced can have multiple and different conceptions.