<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142021000100116</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v21n1.p116-130</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[OS SABERES DA PRÁTICA PEDAGÓGICA CONSIDERANDO O CONTEXTO DA PANDEMIA DE COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[KNOWLEDGE OF THE PEDAGOGICAL PRACTICE CONSIDERING THE CONTEXT OF THE COVID-19 PANDEMIC]]></article-title>
<article-title xml:lang="es"><![CDATA[CONOCIMIENTO DE LA PRÁCTICA PEDAGÓGICA CONSIDERANDO EL CONTEXTO DE LA PANDEMIA COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tozetto]]></surname>
<given-names><![CDATA[Susana Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stefanello]]></surname>
<given-names><![CDATA[Franciele Stefanello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>116</fpage>
<lpage>130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142021000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142021000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142021000100116&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo surgiu com a necessidade de pensar a prática pedagógica, a partir de um olhar crítico, entendendo-a como fundamental na atuação do professor que busca proporcionar a aprendizagem signi&#64257;cativa dos alunos, guiando-os para a emancipação e a autonomia. Os objetivos consistem em abordar conceitos e discorrer sobre a prática pedagógica do professor, com vista à aprendizagem dos educandos. Ao conceituar prática pedagógica, são enfatizados re&#64258;exão, intencionalidade e planejamento, pois são condições para a prática pedagógica em uma perspectiva crítica. O texto traz ainda algumas re&#64258;exões sobre as transformações e as di&#64257;culdades da prática pedagógica no contexto da pandemia de Covid-19. Realiza-se uma explanação sobre os saberes docentes na perspectiva de Tardif (2014), pois se entende que esses saberes constituem a prática pedagógica dos professores. Por meio de um estudo bibliográ&#64257;co pautado nos pressupostos da abordagem qualitativa, as referências selecionadas para compor a discussão foram: Freire (2018, 2019, 2020), Martins (2003), Sacristán (1999), Santos (1997), Souza (2016) e Tardif (2014). Os resultados oportunizam compreender melhor o conceito de prática pedagógica e mostram características desta prática que objetivam a aprendizagem dos alunos. Nesse sentido, entende-se que a atuação do professor é importante em todos os níveis de ensino, da Educação Infantil ao Ensino Superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study arose with the need to think about the pedagogical practice from a critical perspective, understanding it as fundamental in the performance of the teacher who seeks to provide meaningful learning to students, guiding them towards emancipation and autonomy. The objectives are to address concepts and discuss the pedagogical practice of the teacher with a view to students&#8217; emphasized, as they are conditions for pedagogical practice in a critical perspective. The text also brings some re&#64258;ections on the transformations and di&#64259;culties of the pedagogical practice in the context of the COVID-19 pandemic. An explanation about the teaching knowledge in the perspective of Tardif (2014) is made, as it is understood that this knowledge constitutes the pedagogical practice of teachers. Through a bibliographic study based on the assumptions of the qualitative approach, the references selected to compose the discussion were: Freire (2018, 2019, 2020), Martins (2003), Sacristán (1999), Santos (1997), Souza (2016) and Tardif (2014). The results provide an opportunity to better understand the concept of pedagogical practice and show characteristics of the pedagogical practice that aim at the students&#8217; learning. In this sense, it is understood that the teacher&#8217;s performance is important at all levels of education, from Early Childhood Education to Higher Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este estudio surge de la necesidad de pensar la práctica pedagógica desde una perspectiva crítica, entendiéndola como fundamental en el rol del docente que busca brindar a los estudiantes un aprendizaje signi&#64257;cativo, orientándolos hacia la emancipación y la autonomía. Los objetivos son abordar conceptos y discutir la práctica pedagógica del docente con miras al aprendizaje de los estudiantes. Al conceptualizar la práctica pedagógica se enfatiza la re&#64258;exión, la intencionalidad y la plani&#64257;cación, ya que son condiciones para la práctica pedagógica desde una perspectiva crítica. El texto también trae algunas re&#64258;exiones sobre las transformaciones y di&#64257;cultades de la práctica pedagógica en el contexto de la pandemia COVID-19. Se realiza una explicación del conocimiento docente desde la perspectiva de Tardif (2014), ya que se entiende que este conocimiento constituye la práctica pedagógica de los docentes. A través de un estudio bibliográ&#64257;co basado en los supuestos del enfoque cualitativo, las referencias seleccionadas para componer la discusión fueron: Freire (2018, 2019, 2020), Martins (2003), Sacristán (1999), Santos (1997), Souza (2016) y Tardif (2014). Los resultados brindan una oportunidad para comprender mejor el concepto de práctica pedagógica y mostrar características de la práctica pedagógica que apuntan al aprendizaje de los estudiantes. En este sentido, se entiende que el rol del docente es importante en todos los niveles de la educación, desde el jardín de infancia hasta la educación superior.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[professor]]></kwd>
<kwd lng="pt"><![CDATA[trabalho docente]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[teaching work]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[maestro]]></kwd>
<kwd lng="es"><![CDATA[trabajo docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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