Resumo

OLIVEIRA, Terezinha Marisa Ribeiro de; AMARAL, Luiz Henrique  e  AMARAL, Carmem Lúcia Costa. Reflective teaching practice in question: A case study of a Brazilian school. Rev. Port. de Educação [online]. 2023, vol.36, n.2, e23027.  Epub 03-Jul-2023. ISSN 0871-9187.  https://doi.org/10.21814/rpe.24860.

In Brazil, the theory of reflective teacher has been the subject of discussion in continuing education courses and in the official documents that guide initial education. However, do teachers actually develop a reflective practice, or does such practice remains only in official guidelines? In order to answer this question, we conducted a research with fifteen teachers from a public school located in the state of São Paulo, Brasil. For this research, we based ourselves on three questions proposed by McKay (2008). These questions were about the planning of pedagogical activities, what they used to evaluate their classes and when they reflected on their practice. The results showed that most of the teachers follow São Paulo state curriculum; and the students’ reactions were the most used parameter for the evaluation of their classes, in which teachers mainly develop the reflection on action. With this research we realized that for this group of teachers, it is important to deepen the reflection on their practices.

Palavras-chave : Reflective teacher; Teacher autonomy; Teacher education.

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