Reflection Groups

a methodological proposal for studies in Science Education

Abstract

In this paper we presents the systematization of Reflection Group as a methodological technique for research in Science Education, hat seeks to understand and deepen interactions and debates on educational processes. Inspired by the Balint Groups and the Speech and Practice Analysis Groups, the technique aims to foster interactions and debates in groups, favoring the understanding of school problem situations and the construction of collective solutions. The proposal developed by the authors is based on interactionist theories and is structured in four main stages: initial reception, dialogue development, collective analysis and synthesis of reflections. Its implementation in pilot groups demonstrated potential to foster critical and collaborative reflection among teachers and other actors in formal and non-formal educational contexts, contributing to overcoming educational challenges in Science Education. Thus, it expands possibilities of qualitative research in different contexts, promoting collaborative and interactionist approaches to development and learning. The conclusion is the technique goes beyond data construction, by enabling changes for everyone involved.