<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742023000100501</article-id>
<article-id pub-id-type="doi">10.1590/198053149601</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EU, NÓS E OS OUTROS: DESAFIOS DOCENTES PARA ENSINAR]]></article-title>
<article-title xml:lang="es"><![CDATA[YO, NOSOTROS Y LOS OTROS: DESAFÍOS DOCENTES PARA ENSEÑAR]]></article-title>
<article-title xml:lang="fr"><![CDATA[MOI, NOUS ET LES AUTRES: LES DÉFIS DE L&#8217;ENSEIGNEMENT]]></article-title>
<article-title xml:lang="en"><![CDATA[ME, US AND OTHERS: TEACHING CHALLENGES FOR TEACHING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arenhart]]></surname>
<given-names><![CDATA[Livio Osvaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kuhn]]></surname>
<given-names><![CDATA[Martin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Fronteira Sul (UFFS)  ]]></institution>
<addr-line><![CDATA[Cerro Largo SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó (Unochapecó)  ]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brazil</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>53</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742023000100501&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742023000100501&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742023000100501&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O enfrentamento reflexivo-discursivo das aporias pedagógicas é uma possibilidade de pensar o aprender e o não aprender de estudantes. A pergunta que guia este trabalho é a seguinte: considerando nossas experiências de dificuldades como alunos, que estilo de docência possibilitou que nossos professores obtivessem sucesso em nossas aprendizagens? Reflete-se acerca da pertinência do enfrentamento pensante das aporias pedagógicas nos processos de aprender/não aprender de estudantes escolares. Organiza-se a reflexão em seis passos, com a intenção de sustentar que o sucesso pedagógico dos professores com alunos com ritmos singulares de aprendizagem passa pelo reconhecimento e pelo enfrentamento das aporias inerentes ao processo educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La confrontación reflexivo-discursiva de las aporías pedagógicas es una posibilidad para pensar el aprender y el no aprender de los estudiantes. Así pues, se formuló la pregunta orientadora: Teniendo en cuenta nuestras propias experiencias de dificultades con los estudiantes, ¿qué estilo de enseñanza ha permitido a nuestros profesores tuviesen éxito en nuestro aprendizaje? Se refleja sobre la pertinencia de la confrontación pensante de aporías pedagógicas en los procesos de aprendizaje/no aprendizaje de los escolares. La reflexión se organiza en seis pasos, con la intención de sostener que el éxito pedagógico de los profesores con alumnos con ritmos de aprendizaje únicos implica el reconocimiento y enfrentamiento de las aporías inherentes al proceso educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;affrontement réflexif-discursif des apories pédagogiques se présente comme une possibilité de penser l&#8217;apprentissage et le non-apprentissage des élèves. Notre question-guide a été formulée: en tenant compte de nos expériences des difficultés en tant qu&#8217;élèves, quel style d&#8217;enseignement a le mieux permis à nos enseignants de réussir notre apprentissage? On réflechit sur l&#8217;à-propos de l&#8217;affrontement rationnel des apories pédagogiques dans les processus d&#8217;apprentissage/de non-apprentissage des élèves à l&#8217;école. La réflexion est structurée en six étapes, dans le but de soutenir que la réussite pédagogique des enseignants concernant des élèves ayant des rythmes d&#8217;apprentissages singuliers demande la reconnaissance et l&#8217;affrontement des apories inhérentes au processus d&#8217;enseignement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The reflexive-discursive confrontation of the pedagogical aporias is a possibility of thinking about students&#8217; learning and not learning. The guiding question was formulated as follows: considering our own experiences of difficulties as students, what style of teaching enabled our teachers to succeed in our learning? It reflects on the pertinence of thinking about facing pedagogical aporias in the learning/not learning processes of school students. The reflection is organized in six steps, with the intention of sustaining that the pedagogical success of teachers with students with unique learning rhythms involves recognizing and facing the aporias inherent to the educational process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[PROCESSO DE ENSINO-APRENDIZAGEM]]></kwd>
<kwd lng="pt"><![CDATA[DOCÊNCIA]]></kwd>
<kwd lng="pt"><![CDATA[DIFICULDADES DE APRENDIZAGEM]]></kwd>
<kwd lng="es"><![CDATA[PROCESO DE ENSEÑANZA-APRENDIZAJE]]></kwd>
<kwd lng="es"><![CDATA[ENSEÑANZA]]></kwd>
<kwd lng="es"><![CDATA[DIFICULTADES DE APRENDIZAJE]]></kwd>
<kwd lng="fr"><![CDATA[PROCESSUS D&#8217;ENSEIGNEMENT-APPRENTISSAGE]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT]]></kwd>
<kwd lng="fr"><![CDATA[DIFFICULTÉ D&#8217;APPRENTISSAGE]]></kwd>
<kwd lng="en"><![CDATA[TEACHING-LEARNING PROCESS]]></kwd>
<kwd lng="en"><![CDATA[TEACHING]]></kwd>
<kwd lng="en"><![CDATA[LEARNING DIFFICULTY]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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