Resumo

ABREU, Josyane Barros  e  FREITAS, Nadia Magalhães da Silva. Propositions of didactic innovation in the perspective of the three pedagogical moments: tensions of a formative process. Ens. Pesqui. Educ. Ciênc. [online]. 2017, vol.19, pp.490-519. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172017190130.

In the face of a conjuncture of renewals, methods, strategies that intend to reinvent the teaching practice, we aimed to understand, through the Three Pedagogic Moments, the tensions and the possibilities related to didactic innovation. The research was characterized as a qualitative approach, precisely a research-training in the context of a Bachelor’s Degree from the Federal University of Pará. In the training process, the individuals haves expressed difficulties in problematize a theme, resistance to abandon traditional lessons and difficulties in overcoming a punctual and finalistic evaluation. We understand these difficulties as inheritance of a teacher formation lived even when students. The experience was an authentic problematization of teaching, with the potential to overcome and to break barriers, making possible to (re) construct meanings related to the “know how to do” and “how to be” a teacher.

Palavras-chave : Teacher Training; Three Pedagogic Moments; Innovation.

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