ORTEGA IGLESIAS, Jorge Mario. Teacher's School Knowledge and "Discipline" Knowledge-Some Reflections on Teacher's Participation in the Construction and Teaching of Content Related to School Disciplines. []. , 45, pp.87-102. ISSN 0123-4870.

Some of the ideas that have led to this document derive from the acknowledgment of epistemological differences that revolve around those characteristics taken as distinctive of the knowledge teachers use to teach. In this sense, this text discusses the teaching contents used by the teacher, taking them as cultural historical products and whose knowledge maintains a dynamic intellectual reciprocity with the school disciplines that shape and define the curriculum at the school. On the other hand, and under the multiple possibilities of historical analysis and discussion that categories such as "School Disciplines" can enable, this text also reflects on the historical responsibility of the teacher regarding the teaching of these disciplines, especially when it comes to their materialization and strengthening. Under this assumption, teachers are believed to be active and important actors in the production of specific knowledge of disciplines at school level, mainly of the contents to educate subjects in the classroom. Hence, the production of school contents has become a key element to understand the fundamental value of this knowledge for teaching as a profession and as a discipline.

: School knowledge; discipline knowledge; school disciplines.

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