Limites e possibilidades da reflexão sobre a prática na formação docente

Abstract

The reflective teaching practice is a pedagogical approach that involves a process of self-analysis and self-reflection on the part of teachers. This practice consists of a critical reflection on the actions, intentions and methods used in the classroom, taking into account the didactic, educational and ethical aspects involved in the teaching-learning process. Thus, teaching reflection is based on the idea that improving educational practice involves diagnosing and carefully analyzing the limits and potential of its performance. Based on this, the research aims to analyze the limits and possibilities through reflection on educational practice in teaching. To this end, the resources used to collect data were the application of a written questionnaire with objective and subjective questions. The results are presented in tables made in Word. This analysis was discussed based on the teachers' responses and referenced in authors such as Freire (1996); Imbernom (2001); Contreras (2002) and Nóvoa (1992). The results obtained demonstrate that reflective practice from the Freirian perspective and other authors point out that in the narratives of the teachers researched they present more possibilities than limitations when it comes to reflection in educational practice, as issues such as empathy, respect, coexistence, commitment, dialogue , planning, intentionality, innovative methodologies, among other factors present in the classroom, are fundamental for the development of the learning process and for the formation of a professional identity committed to the emancipation of its students. Furthermore, the answers cited by teachers show that the teacher and student relationship favors a safe and pleasant educational environment