| Summary: | The study that we propose aims to illustrate the ways in which the teacher can be aware and apply reflective practices by harnessing the historical experiences models proposed by the historical research of education.The proposed study argues on the necessity of rethinking the formation programs of the teachers from the perspective of valuing the methodology of historical research of the educational phenomenon. It involves the formation of new professional, dynamic and critical skills, by means of objective reference to the history of pedagogy, approached in a synchronic and diachronic way. The new skill profile will be demonstrated in the area of critical interpretation of the problems which the contemporary school is confronted with especially in adopting the strategies of educational, convenient and flexible strategies.
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