In this case I would like to describe and analyze the dynamics of learning a curricular practice that reflects "reflexivity".

As we remember, reflexivity is characterized by being the type of pedagogy that best adapts to the current context since it seeks to solve problems through the practice of co-design. In this type of pedagogy, students are producers of knowledge and must share decision-making designs with their teachers in order to create a shared agency of knowledge. This is a well-thought-out system where both the student and the teacher seek to obtain a specific result, so it is a type of planned teaching with a clear sense of social responsibility that designs a product that seeks to provide solutions to a current reality and that needs to obtain criticism and feedback from the collective.

How can we find a case today?

We can see, for example, the initiative of the University of Cambridge with the creation of Problem Solving Schools. These schools are created by the University's Faculty of Mathematics that provides resources to promote reasoning based on the solution of cases within class tasks. The initiative has as its background the pressure that is currently experienced with the impact of Artificial Intelligence in the world of work, which is why it is sought that through teaching problem solving, students develop skills that machines cannot yet achieve. develop, where students should not memorize data but rather have analytical skills.

For more information see: Stephen Beva, "‘AI means maths problem-solving skills are more important than ever’ Cambridge bolsters classroom learning with new 'Problem-Solving Schools' initiative", (16th November 2023)