摘要：It’s a qualitative research on the narrative modality. We investigated two teachers’ experiences about reflection on teachers action. We looked forward to search for aspects that correspond to the methodological reflection, about school teaching and learning, on these narratives. Following this, we investigated “Which procedural aspects lay under teacher’s stories when talking about teaching practices on the topic of student learning?”. For the analisys of the stories, we utilized discursive textual analisys (DTA). From the imersion on field texts, emerges two analisys axes: i) The afetivity as a pedagogical principle; ii) Recontructing teaching approaches through reflections. We concluded that the subjects notice essential factors that contribute to quality teaching, emphasizing the afetivity as a primary factor throughout all the process, on the topic of relationship among teachers, students and knowledge.
