It is recurrent the thinking that the school is by excellence the locus of teacher formation, and that it occurs within a process of reflection on the practice. It is in this context that the professional identity has been constituted, being the teacher the subject of their own formation. Based upon this idea, this work aims at looking into the formation in order to perceive how the reflective process takes place into practice. The investigation took place with professionals from the Municipal Education System of Armação dos Búzios through observations of the practices carried out in two classrooms, and meetings devoted to the continuous formation offered by the Secretariat of Municipal Education. Nine professionals were interviewed, being six of them teachers, a teacher in charge of formation and two school supervisors. The observations in the classrooms occurred at two different schools: a school considered to be one of the oldest within the Municipal System and the other one regarded as being one of the newest ones. Without the intention of establishing a juxtaposition of theory and practice, the work intends to perceive in which way occurs the dialogue between the classroom time and the meetings of formation, identifying the place of the reflective practice within the teacher formation. The dialogue between the observations and listening had as theoretical basis the interlocution with António Nóvoa, Maurice Tardif, Rui Canário, João Formosinho and Philippe Perrenoud, among other authors whose works are within this scope. The work points to the necessity of the overcoming of the outstanding presence of the school shape in the meetings of formation and in the relations which take place inside the school, where there has been naturalizing the impossibility of the teacher to assume their place as a subject and reflect on the practices that, significantly, should contribute towards the formation of their teacher identity.