| Summary: | This paper discusses how research conducted in schools can become an opportunity for self-reflection, critical analysis, and transformation of the participants. To show how this is possible, I discuss the critical theory of knowledge as a theoretical context for conducing research in the classroom, proposing the development of teacher awareness of contradictory conditions in his/her teaching practice which are concealed and/or distorted by day-to-day comprehension and common sense, as well as the use of collaborative ethnography as a research methodology to make an investigation of the role of the "other" possible, as coordinators, teachers and/or research workers participate in the self-reflection of the classroom teacher. The concept of mediation is seen to be crucial and constitutive of the process of self-awareness (Vygotsky, 1930; Wells, 1991) and the development of a critical pedagogy.
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