The article offers a conversation analysis methodology applied to the research of didactical interaction in the classroom. The methodological proposal articulates the contributions of the communication ethnography, the interactional linguistic and the pragmatic of communication, in the study of the teacherstudent's relationship. The conversation analysis methodology here developed, is characterized by sequential processes and interrelated stages and thematic sequences, verbal exchange, interventions and speech acts that form the meaning structure that distinguishes a specific educative context. It offers elements to understand the teaching practices and its possibilities of innovation.