Sistematización de la práctica reflexiva: significados y experiencias desde la praxis docente en la educación inicial.

Introduction: There is a gap between the theoretical potential of systematized reflective practice and its real implementation in pedagogical support. This research studies this tension. Objective: To reveal meanings and experiences of early education teachers around the systematization of reflective practice within the framework of pedagogical support. Methods: A descriptive multiple case study design was applied under a hermeneutic-interpretive approach. Eight initial level teachers from three schools in districts 03, 05 and 06 of the Educational Regional 02 of San Juan de la Maguana, in the Dominican Republic, participated. Individual interviews, a checklist and a documentary analysis of the ten accompanying instruments of the Ministry of Education were applied. The analysis integrated the open and axial coding of the narratives, the examination of patterns in the checklist and the content analysis of the instruments, in a process of methodological triangulation. Results: The teachers build a discourse that values ​​reflection and support as tools for improvement. However, the triangulation revealed a structural coherence between the inspection experience, the formal declaration of processes and the technical-evaluative design of the instruments, limiting the transformation of praxis to technical adjustments. Conclusion: Pedagogical support operates from a technical-evaluative paradigm that limits autonomous and systematized reflective practice. It is suggested to rethink guidelines that articulate systematic reflection as an engine of transformation, based on horizontality, dialogue supported by evidence and teaching agency.