REFLECTIVE TEACHING: A PATH TO TRANSFORMATIVE PRACTICE

Abstract

This article aimed to analyze the possible articulations between reflective thinking, teacher education, and pedagogical practices developed in socially vulnerable school contexts. The investigation focused on understanding the formative conditions that support a critical and transformative teaching practice, considering the role of digital technologies, institutional mediation, and reflective practice in the professional development of teachers. The adopted methodology was based on bibliographic research, involving the analysis of academic works published in recent years, selected according to criteria of timeliness, thematic relevance, and theoretical foundation. Data collection was conducted using specific keywords in digital scientific search platforms, enabling the systematization of analytical categories related to supervised internships, continuing education, and teaching in peripheral territories. The results indicated that formative practices that integrate active listening, appreciation of teaching experience, and critical use of technological resources contribute to building an autonomous, investigative, and socially committed pedagogical practice. It was also found that the effectiveness of such practices depends on institutional engagement, pedagogical mediation that is sensitive to context, and the articulation between public policies and school realities. It was concluded that teacher education, to be critical and transformative, must be anchored in solid theoretical frameworks, participatory strategies, and practices that consider the specificities of educational territories.