Through observation and reflection can make a description of that tacit knowledge. To this, the American philosopher, calls it a reflexion on action, where the activity takes place once the event has occurred or during a break in it. Thus, a teacher who is pressing for excellence, you can integrate this reflection in action, concurrently with the task at hand, being a conversacion reflexivaa or a Oech retrospectivaa . This vision lies embedded in a constructivist conception of reality that teachers face when considering to them as architects of their practice sites. CONCLUSIONS The complexity of our academic reality consists not only of educational and technical challenges. The context, which certainly exceeds four classroom walls, and the values that underlie all academic activities are also part of the highly complex and interwoven particular conditions the what, how and for what we teach.

This problem of reality, coupled with the continuous extension and variation of the particular disciplinary field knowledge, clarifies the need for an organization of activities related to learning of the subject, a requirement for exploration of our own experience and that of same students, and a renewal requirement on our faculties, talents and inspiration, summarized in what we call artea . Read such material, authors of this quality address and share experiences in teaching groups and forums, will gradually primary form, a change which may be translated, and funneling good intentions, a change that will guide teaching plural , teaching and learning, into a tangible reality and empowering. Breaking our own limitations, to eradicate trivial routine and upgrade the teaching profession is a daily challenge and in eternum, stakeout and endless questions.