The study of an instructional class is a process of schooling that helps teachers to think through an eminent and collaborative work and their professional career. That study deals with the experience which involves three mostly important events: planning, observation of the instructional class and questioning pos-classroom and follow-ups. Its objective is to create conditions for a bigger comprehension of the processes which involve reasoning from students motivated by teachers and, on that manner, the report contributes to the professional development. On this article, we analyze the schooling possibilities of studies for the classroom due respect to teachers' forms of learning skills related to their elective practice with the focus on selecting tasks along with students forms of reasoning as well as their professional vision of collaboration and the importance of questioning. This report follows a qualitative and interpretative methodology having on the background the actor as a basis of observation. The study of the instructional class we present takes place on a Given Number of Schools which can be located in a farming area in a rural zone and it involved a crew of 5 teachers from the 5th primary years from the Institute of Education. The results reinforce the idea that the studies of schooling class provide teachers with an attentive look over the nature of tasks to be suggested in the classroom and teachers help students to attribute more values over the tasks and the reasoning of their pupils. Thus, this work sets light over the contribution of the schooling class for the development of a collaborative work between teachers for its questioning.
The Study of Schooling Class; Professional Development; Tasks; Collaboration; Reasoning
