Abstract

The Chilean Educational Reform, started in the 90s, had as an objective to better the quality and equity of education, trying to favour processes of deuterolearning, with the purpose of creating critical human beings able to get acquainted with different types of knowledge: This required a change in the relations that traditionally are developed pin school contexts. So it was necessary to analyze the interactions between pedagogical practice and room climate, subject we develop in the article. The study took place in an 8th grade in Villa Alemana, Chile trough a a qualitative descriptive-interactive methodology. The information was gathered utilizing field observation and individual and group interviews. The information obtained leads to the conclusion that room climate and pedagogical practice have mutual influence determining the limits and possibilities of development of knowledge. In this case, the school and those who are a part of it, function emphasizing a rol tending to compensate the students´ needs; this transforms the educational institution intra home more than in a school.