Reflection and critical spirit as premises for educational practice transformation

Abstract

The article is intended to improve the treatment of pedagogical contents through the thematic referred to reflection and critical spirit for self professional with the aim of contributing to transformation of educational practice. Reflection and critical spirit are related to the elevation of educational quality, starting from the improvement of educational practice. These categories are considered methodological theoretical basis for alternatives to transform that practice. Metacognitive reflection stands out in its relationship with educator performance’ improvement. Valuations are offered of other categories such as cognitive independence, learning strategies and interdisciplinarity. It shows that educational practice can be improved by making good use of such categories.