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Abstract

This article deals with the principles of the ecological model of comprehension of the structure and dynamics of the classroom experiences, as an alternative claim f or the establishment of a didactic posture that corresponds to the daily life and demands of the educative processes. These claims are derived especial/y from the theoretical proposals by Doyle and the recent interpretations by Gimeno y Pérez y Shullman. lt is based on the idea that given the comprehensive advance of the academic life it is possible the structuration of didactic innovations that contribute to the improvement of teaching and finally the quality in education