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This paper establishes an approach which proposes that didactics in the education-learning processes favor the formal knowledge articulation which configures the academic world, with the daily life, in which the students’ life projects are registered. From this point of view, the most important “didactic resource” in the education-learning process constitutes it the subjects’ own livings. However, their potential as knowledge carriers only can emerge by the students’ reflection about them. This reflexivity such as didactic strategy can become the living in experience, which is not only a knowledge carrier, but also gives them sense, in the learners’ life project perspective. Any learning process by experience means is, in consequence, a significant learning for the student training. At the same time, reflexivity as a didactic strategy involves the teacher as a subject who evaluates his educational practices, that’s why he is also a learner.

Reflexividad y Didáctica: Pensamiento que Cualifica la Acción; Acción que Cualifica al Sujeto