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This paper explores the current Freirian pedagogical thought in the light of the most recent articulations of transformative theory (Mezirow, 2003; Cranton & Taylor, 2012; Marsick & Neaman, 2018). Specifically, some methodological approaches to the professional development of teachers that support the processes of critical reflection and the transformation of distorted assumptions are objects of investigation and systematization. A research-training experience, conducted with groups of school teachers, is described in order to explore the potential applications of a set of transformative methodologies capable of eliciting emancipatory learning processes.