This work consists of an investigation about aspects related to the reflexive practices and the speech, between two chemistry teachers from the statewide network of Teaching of the State of Pernambuco who develop their teaching activities for several years, being therefore, considered experienced. In addition to that, qualitatively analyzed interviews and videos of lessons from these teachers were recorded, and used as theories of practical-reflective input. The analyses of the data showed up that teachers appropriated themselves of aspects that were characteristic of the reflexive practice in the discursive context, meantime, in situations of classrooms, the actions of those teachers appeared characteristically traditional.
Permanent Formation; Chemistry Teaching; Reflexive practice.