<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492018000200249</article-id>
<article-id pub-id-type="doi">10.17058/rea.v26i2.8945</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[OS TRÊS MOMENTOS PEDAGÓGICOS COMO ESTRUTURANTES DE CURRÍCULOS: O ESTUDO DA REALIDADE E OS TEMAS GERADORES NA EDUCAÇÃO EM CIÊNCIAS]]></article-title>
<article-title xml:lang="en"><![CDATA[THE THREE PEDAGOGICAL MOMENTS AS CURRICULUM STRUCTURERS: THE STUDY OF REALITY AND GENETIC THEMES IN SCIENCE EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[TRES VECES MÁS PLANES DE ESTUDIO DE LA TRANSFORMACIÓN ESTRUCTURAL: LA REALIDAD DE LOS ESTUDIOS Y GENERADORES TEMAS EN CIENCIAS DE LA EDUCACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PANIZ]]></surname>
<given-names><![CDATA[Catiane Mazoco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CENTA]]></surname>
<given-names><![CDATA[Fernanda Gall]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ARAÚJO]]></surname>
<given-names><![CDATA[Laís Baldissarelli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MUENCHEN]]></surname>
<given-names><![CDATA[Cristiane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Federal de Farroupilha  ]]></institution>
<addr-line><![CDATA[Farroupilha Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>249</fpage>
<lpage>266</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492018000200249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492018000200249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492018000200249&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Ainda hoje é possível reconhecer um ensino de ciências descontextualizado e fragmentado, tornando o processo de ensino e aprendizagem, muitas vezes, desconexo da realidade vivenciada pelos educandos. Nesse sentido, o presente trabalho tem por objetivo apresentar resultados obtidos a partir de três processos formativos que abrangeram seis escolas públicas, envolvendo professores de Biologia, Química e Física no Estudo da Realidade para chegar aos Temas Geradores a partir da utilização dos Três Momentos Pedagógicos (3MP) como estruturantes de currículos. Destaca-se a importância de considerar a realidade na elaboração de currículos mais reflexivos e críticos, bem como a interação entre formação inicial e continuada na busca de uma escola mais alegre e que proporcione a construção de conhecimentos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Even today it is possible to recognize a decontextualized and fragmented science education, making the process of teaching and learning often disconnected from the reality experienced by the students. In this sense, the present work aims to present results obtained from three training processes that included six public schools, involving teachers of Biology, Chemistry and Physics in the Study of Reality to reach the Generating Themes from the use of the Three Pedagogical Moments (3MP) as curriculum structuring. The importance of considering reality in the elaboration of more reflexive and critical curricula, as well as the interaction between initial and continued formation in the search for a more cheerful school and that provides the construction of knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Todavía es posible reconocer una enseñanza de las ciencias descontextualizado y fragmentado, haciendo que el proceso de enseñanza y aprendizaje, a menudo desconectado de la realidad experimentada por los estudiantes. En este sentido, el presente trabajo tiene como objetivo presentar los resultados a partir de tres procesos formativos que abarcan seis escuelas públicas, la participación de los profesores de biología, química y física en el Estudio de la Realidad para llegar Temas generadores de la utilización de los tres momentos pedagógicos (3MP) como los planes de estudio de estructuración. Se destaca la importancia de considerar la realidad en el desarrollo de los programas más reflexivos y críticos, así como la interacción entre la educación inicial y continua en la búsqueda de una escuela deportiva y proporciona la construcción del conocimiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Temas Geradores]]></kwd>
<kwd lng="pt"><![CDATA[Três Momentos Pedagógicos]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Ciências e Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Generator Themes]]></kwd>
<kwd lng="en"><![CDATA[Three Pedagogical Moments]]></kwd>
<kwd lng="en"><![CDATA[Teaching Science and Teacher Training]]></kwd>
<kwd lng="es"><![CDATA[Temas Generadores]]></kwd>
<kwd lng="es"><![CDATA[Tres momentos pedagógicos]]></kwd>
<kwd lng="es"><![CDATA[Ciencias de la Educación y la formación del professorado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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