This symposium discussed illustrative Potentially Exploitable Pedagogic or Reflective Activities (PEPAs or PERAs) that were developed in diverse Brazilian contexts by practitioners who plan their work for understanding puzzles that have been emerging in their daily routines (Allwright, 2005). Ines Kayon de Miller introduced the symposium:
The first paper highlighted how EP finds a fertile ground in schools and language courses, contexts in which PEPAs are being created by teachers and learners.
The second and third papers described in detail and reflected upon activities that have been integrating regular professional practices that occur in the context of initial and continuing exploratory teacher education (ALLWRIGHT, 2008; MORAES BEZERRA & MILLER, 2015).
The fourth paper discussed how PEPAs or PERAs may provide interesting paths to reflect on scientificity in academia. We also present academic research that has seriously grappled with the issue of balancing contextual demands, the search for understanding and quality of life.
Based on the analysis of PEPAs and PERAs proposed by BARRETO et al (forthcoming), symposium presenters attempted to relate their activities to a continuum of discursive actions for understanding, within which emerging defining characteristics for activities are: “ethical orientation”, “centrality of the agents’ everydayness”, “notion of opportunity”, “exploratory orientation”, “critical-reflexive posture”, “pedagogic implication” and “discursive hybridity”.