The article explores teaching work from the perspective of pedagogical actions observed in a public school mathematics teacher. Based on the book Teaching Work by Maurice Tardif and Claude Lessard, the research identifies and categorizes teaching actions such as "Group Order," "Call to Order," "Writing on the Digital Board," among others. The methodology employed participant observation, recording lessons of a mathematics teacher in a public school in Santa Catarina. A total of 522 actions and 13 action categories were identified, revealing pedagogical practices focused on disciplinary management and direct instruction. It concludes that, although the focus on maintaining order promotes clarity and discipline, it may limit pedagogical flexibility and innovation. Despite the analytical depth, the study acknowledges limitations in generalization, as it analyzes a single teacher. The implications highlight the complexity and duality between order and adaptability in teaching.
Carneiro et al. (Sun,) studied this question.