Ação-Reflexão-Ação: A Prática Reflexiva como elemento transformador do cotidiano educativo

Abstract

The present study seeks to understand how the concept of reflective practice is designed for educational ideals and contemporary pedagogical doings. In reflecting on the knowledge inherent in the realization of educational practice, it can be said that there is a need for planning and restructuring of the ways of thinking and acting in education. It is, therefore, the search for new knowledge, through reflection on practice. It is precisely here that a core competence comes to the teacher who plans to launch the challenge of reviewing some traditions lived and learned in their training. It is clear the need for a dialectical unity through constant reflection on practice. The challenge is therefore to know where to look for something that does not exist, a new way of teaching respecting everything that has been lived in a creation process assisted by the past, building a design appropriate to the reality of school contexts, respecting the peculiarities and the people involved.