<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000301168</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.078.ds13</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Movimento constitutivo da prática docente complexa, transdisciplinar e criativa em geometria]]></article-title>
<article-title xml:lang="en"><![CDATA[Constitutive movement of the complex, transdisciplinary, and creative teaching practice in geometry]]></article-title>
<article-title xml:lang="es"><![CDATA[Movimiento constitutivo de la práctica docente compleja, transdisciplinar y creativa en geometría]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guérios]]></surname>
<given-names><![CDATA[Ettiène]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Góes]]></surname>
<given-names><![CDATA[Heliza Colaço]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Adriano Aparecido da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Secretaria de Estado da Educação do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>78</numero>
<fpage>1168</fpage>
<lpage>1181</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000301168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000301168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000301168&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo indaga como se constitui a prática pedagógica docente complexa transdisciplinar e criativa entrelaçada com a auto-eco-recursão, a auto-reflexão recursiva e a auto-eco-construção, indicados por Guérios, Góes e Monteiro (2022), associados aos constructos &#8220;Ser criativo&#8221;, &#8220;Ser reflexivo&#8221; e &#8220;autonomia docente&#8221; abordados em Góes (2021) como indicadores para uma formação de professores complexa e transdisciplinar. De natureza qualitativa desenvolvida em uma perspectiva interpretativa, o estudo toma como elemento de análise episódios didáticos desenvolvidos por Silva (2023) em salas de aula de turmas de 1º ano do Ensino Médio de uma escola pública de Curitiba. Os episódios referem-se à docência de geometria por meio da organização de sequência didática pelo professor. Como resultado, tem-se a indicação de que a criatividade é potencializada na prática pedagógica quando a perspectiva transdisciplinar possibilita uma visão integrada entre mundo e conhecimentos escolares. Na constituição da prática pedagógica em tela, a criatividade está manifesta desde a ideia geratriz para a constituição da sequência didática, incluindo a incorporação de fatos imprevisíveis e inesperados, na condução ampliada do programado e na decorrente autonomia didática evidenciada. Conclui-se que a sequência didática que foi pensada para o processo formativo dos estudantes, no que tange à geometria como estudo do espaço, tornou-se um processo autoformativo para o professor, evidenciando a recursão e a reflexão como constitutivos da autonomia didática do professor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study investigates the complex transdisciplinary and creative teaching practice intertwined with self-eco-recursion, recursive self-reflection, and self-eco-construction, indicated by Guérios, Góes, and Monteiro (2022), when associated with the &#8220;Being creative&#8221;, &#8220;Being reflective&#8221;, and &#8220;teacher autonomy&#8221; constructs discussed by Góes (2021) as indicators for complex and transdisciplinary teacher training. Of a qualitative nature developed in an interpretative perspective, the study analyzes the didactic episodes developed by Silva (2023) in the 1st-year high school classes at a public school in Curitiba. The episodes refer to the teaching of geometry through the organization of a didactic sequence by the teacher. The result shows that creativity is enhanced in pedagogical practice when the transdisciplinary perspective enables an integrated view of the world and school knowledge. In the constitution of the pedagogical practice on-screen, creativity is manifested from the generative idea to the constitution of the didactic sequence, including the incorporation of unpredictable and unexpected facts, in the expanded conduct of the program, and the resulting evident didactic autonomy. It is concluded that the didactic sequence designed for the students&#8217; formative process, regarding geometry as a study of space, became a self-educative process for the teacher, showing recursion and reflection as constitutive of the teacher&#8217;s didactic autonomy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio investiga cómo se constituye la compleja práctica docente transdisciplinar y creativa, entrelazada con la auto-eco-recursión, la auto-reflexión recursiva y la auto-eco-construcción, indicadas por Guérios, Góes y Monteiro (2022), asociadas a los constructos &#8220;Ser creativo&#8221;, &#8220;Ser reflexivo&#8221; y &#8220;autonomía docente&#8221; abordados en Góes (2021) como indicadores de formación docente compleja y transdisciplinar. De carácter cualitativo, desarrollado en una perspectiva interpretativa, el estudio tiene como elemento de análisis episodios didácticos desarrollados por Silva (2023) en aulas de 1º año de la secundaria de una escuela pública de Curitiba. Los episodios hacen referencia a la enseñanza de la geometría a través de la organización de una secuencia didáctica por parte del docente. Como resultado, hay un indicio de que la creatividad se potencia en la práctica pedagógica cuando la perspectiva transdisciplinar posibilita una visión integrada del mundo y del saber escolar. En la constitución de la práctica pedagógica en pantalla, la creatividad se manifiesta desde la idea generativa hasta la constitución de la secuencia didáctica, pasando por la incorporación de hechos impredecibles e inesperados, en la conducción ampliada del programa y en la resultante autonomía didáctica evidente. Se concluye que la secuencia didáctica diseñada para el proceso formativo de los estudiantes, considerando la geometría como estudio del espacio, se convirtió en un proceso autoeducativo para el docente, mostrando la recursividad y la reflexión como constitutivas de la autonomía didáctica del docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Prática didática]]></kwd>
<kwd lng="pt"><![CDATA[Docência em matemática]]></kwd>
<kwd lng="pt"><![CDATA[Matemática no Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Cognição e aprendizagem.]]></kwd>
<kwd lng="en"><![CDATA[Didactic practice]]></kwd>
<kwd lng="en"><![CDATA[Teaching in Mathematics]]></kwd>
<kwd lng="en"><![CDATA[High School Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Cognition and learning.]]></kwd>
<kwd lng="es"><![CDATA[Práctica didáctica]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas de Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Cognición y aprendizaje.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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