This article presents a proposal to transform the university's educational practices from the theoretical framework of pedagogical styles. Our research's exercise begins with the characterization and identification of predominant teaching styles on teaching practices, allowing a critical look at their actions and identifying pedagogical problemic features, in order to develop research proposals. This specific action enables the transformation of the styles. The research also follows a spiraling cycle of reflection - action - reflection, and the results point to recognize the importance of self-reflection of teaching practice in order to transform reflective educational practices and determine the variability of possible teaching styles in the same teacher.