Prácticas reflexivas, racionalidad y estructura en contextos de interacción profesional

Abstract

From the point of view of the professor as a subject of knowledge and pedagogical action, the situation of professional interaction between pairs becomes an open field for the problematization; in this field, the analysis of the relations that are laid down between professional knowledge, pedagogical practice and the institutional conditions of performance are thebase on which the strategies of educational strengthening implemented during the last decades are founded. This research considered it was possible to study a particular analytical practice, conceptualized as reflexive, portraying it from the point of view of rationality and of the structure that supports it. In this sense, the main contributions of the study focus on the identification and practice of four kinds of professional reflection, and thanks to this new categories and precedents of theoretical and empirical relevance are incorporated not only for the development of the research in this area, but also for the strengthening of the quality of education, process in which, according to the chosen focus, the cornerstone is the teaching professional subject.