El aula de ingreso como lugar curricular donde mirar la comunicación no verbal del discurso docente en la Universidad de la República, Uruguay

The text presents the theoretical discussion towards the notion of the entrance classroom as a curricular place and the value of non-verbal teacher communication in communicational interactions at the beginning of training. It thus refers to the construction of a singular discursive, didactic-pedagogical and physical-temporal space for the promotion of communicational interactions towards student permanence and persistence at the beginning of university education. This view is of special interest in university models of free access and gratuity in which the expansion of enrollment becomes a situation of profound relevance in the right to education. The documentary analysis carried out consolidates the entrance classroom as a unique curricular and communicational place for each discipline in particular and for the field of Higher Education in general. Entrance teaching can make available and model experiences that affect student persistence in the early days of institutional accommodation. Among those doings, non-verbal communicational interactions make up 93% of communication. Its interactive didactic value promotes classroom climates that facilitate learning according to communication styles. The findings deepen, from the field of the curriculum and from communication theories, the value of non-verbal communication (NVC) in the teaching discourse at the beginning of university education. They propose to understand and deepen their particularities in the communicational pedagogical positions towards the awareness of a differentiated doing in the initiating period as a subjective student process and admission as a curricular place of teaching.