Constitution of Teaching Reflexivity: Evidence of Collective Professional Development
Ana Maria Falcão de Aragão

Abstract
Reflexive teaching is built by critical teachers who analyze their theories and practices while they dedicate to the whole of their actions, reflecting with their peers over their teaching and the social conditions in which their experiences are inserted, always in a collective manner. I believe that reflexivity is built, necessarily, by discussions that seek to found with theory the daily decision-making towards an increasingly more intentional and less naïve action. In a public municipal school in the city of Campinas, Brazil, we carried out a formativeinvestigative project between the years of 2003 and 2008. We sought, in the formative project, to promote the teachers’ professional development in the collective quest for overcoming the daily dilemmas through reflexivity, as well as in the shared construction of the school’s pedagogical project aimed at improving the teaching and learning process. In the investigative project, we sought to understand the teachers’ reflexivity process by means of a critical analysis on the levels of reflexive logic in the collective quest for overcoming daily dilemmas and shared construction of the school’s political-pedagogical project. We opted to perform four data production procedures: Semi-structured interviews and recurrent interviews; written production analysis; and transcription of audio recordings of the meetings. Using the Indiciary Paradigm, in short, we seek to show with this formativeinvestigative project that the reflexivity process can be potentialized by certain strategies: not any one, not for any group of teachers, but those that are adequate and adjusted.

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