This research explores the approach of Reflective Design in teaching-learning situations with children. The implications of this investigation are observed in the formation of the child as subject of the experience. The study is conducted based on the concept of experience formulated by Jorge Larrosa and the idea of intersubjective space discussed by Gert Biesta. Both authors problematize the field of Education as a place that allows the exercise of plurality and difference. The research proposes a qualitative approach with exploratory-descriptive study, bibliographic research and field research, including intensive direct observation, action research techniques and Methodology of Participatory Design. The techniques adopted proved to be adequate to broaden the understanding and to evaluate the possibilities and limitations of this approach in teaching-learning situations with children, through Reflective Design, based on educational praxis.