This work aims to understand the dynamics that is established in the classroom when group activities are introduced. Our main focus is in understanding of group processes and their relation to the Physics teaching and learning. We studied the relations established in the group between their members and the strategies used during the activity in a Physics classroom in High School. For this work we used the conceptions of "operative groups" as described by Pichon-Rivière, who focuses on the task of the group and on the bonds between its members as essential elements in the group's development. Our work consists of an analysis of the interactions at two different moments for the group: the first one before a teacher’s initial intervention that gave specific functions to each member of the group, and the second one after this intervention.
Physics teaching; Operative group; Teacher-pupil interaction
