THE TEACHER AND THE LEARNING GROUPS: ART AND PART? OR MOLD AND FRAGMENT?

Abstract

The present work deals with the transformation of the traditional teacher, positioned in a one-way transmission of knowledge, to that of coordinator of learning groups. The change supports the assumption of a new role, to waive certain co-existing stereotypic movements in teaching-learning situations. It is the promotion and the generation of modalities of cooperative, transformers, significant and creative works in the appropriation of knowledge.
The passage from a role of transmitter and dispenser of information to teaching group coordinator, requires a change in the elements of theoretical formation on task forces, and an attitude of openness to the critical review of the teaching practice.
The research developed within the project "Creativity and alienation in learning groups", observations were made in practical work commissions in the subject Evolutionary Psychology and Social Psychology belonging to the career of Health Education at the School of Humanities of the National University of Jujuy, some elements were taken for this work.  
Group experiences were taken up for the analysis of the frame as the delimitation and definition of the work characteristics and from the group configurations, the teaching style and institutional guidelines, on the one hand; and the transferential processes of the teacher-coordinator´s relations with the learning groups and positions against the object of knowledge, on the other; observation as a study instrument for the role of Coordinator.
The teacher´s challenge is to rethink his/her own activity within the framework of group work in the classroom, for the accomplishment and development of the task of the various elements which emerge and deserve particular attention.