Abstract
The study looks for evidences referred to the possibilities of teacher development due to the participation of them in curriculum design or re-design processes. Interviews were applied to eleven teachers who have this participation. Through Grounded Theory, interviews were analyzed. The results indicate that participation in the processes of curriculum design and re-design have a great impact on the way in which teachers reflect on their teaching practices and generate changes in them. Not having previous studies related to this possible incidence, transfer of these findings are not discussed. It is worth highlighting the strong emergence of categories related to the dialogue that is generated among colleagues and that affects the change and quality of the educational process, because of their transformation through de-learning processes that allow dismantling pre-conceived ideas and opening up new possibilities for educational practices.
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