The Fedathi Sequence has been presented as a methodology that provides a change in the educator's attitude, leading him to overcome his epistemological and didactic obstacles. In this context, this research aims to identify the contributions of the Fedathi Sequence methodology in the conception and development of the reflective teacher based on a training action. Methodologically, the investigation, of a basic and exploratory nature, has a qualitative approach and elements of empirical research through semi-structured interviews and a training action, with the subjects of this research being a sample of five teachers participating in this training. In our analyzes we found that the Fedathi Sequence contributes through the development of reflective action in promoting a change in teaching posture that is aimed at improving pedagogical praxis.