<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172017000100490</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172017190130</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Proposições de inovação didática na perspectiva dos três momentos pedagógicos: tensões de um processo formativo]]></article-title>
<article-title xml:lang="es"><![CDATA[Proposiciones de innovación didáctica en la perspectiva de los tres momentos pedagógicos: tensiones de un proceso formativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Propositions of didactic innovation in the perspective of the three pedagogical moments: tensions of a formative process]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abreu]]></surname>
<given-names><![CDATA[Josyane Barros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Nadia Magalhães da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará Programa de Pós-Graduação em Educação em Ciências e Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>19</volume>
<fpage>490</fpage>
<lpage>519</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172017000100490&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172017000100490&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172017000100490&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO:  Diante de uma conjuntura de renova&#231;&#245;es, m&#233;todos e estrat&#233;gias que intenciona reinventar a pr&#225;tica docente, objetivamos compreender tens&#245;es e possibilidades relacionadas &#224; inova&#231;&#227;o did&#225;tica. Apostamos na proposta dos Tr&#234;s Momentos Pedag&#243;gicos. A investiga&#231;&#227;o caracterizou-se como de abordagem qualitativa, precisamente uma pesquisa-forma&#231;&#227;o, no contexto de uma licenciatura da Universidade Federal do Par&#225;. No processo formativo, os sujeitos manifestaram dificuldades em problematizar um tema, resist&#234;ncias em abandonar aulas tradicionais e dificuldades em superar as amarras de uma avalia&#231;&#227;o pontual e final&#237;stica. Entendemos tais dificuldades como heran&#231;a de uma forma&#231;&#227;o docente vivida ainda quando alunos. No entanto, a experi&#234;ncia configurou-se uma aut&#234;ntica problematiza&#231;&#227;o da doc&#234;ncia, com potencial para superar e romper entraves enraizados em n&#243;s, possibilitando a (re)constru&#231;&#227;o de significados relacionados ao &#8220;saber fazer&#8221; e ao &#8220;saber ser&#8221; professor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Frente a una coyuntura de renovaciones, m&#233;todos y estrategias que tiene la intenci&#243;n de reinventar la pr&#225;ctica docente, tenemos el objetivo de comprender tensiones y posibilidades relacionadas a la innovaci&#243;n did&#225;ctica. Apostamos en la propuesta de los Tres Momentos Pedag&#243;gicos. La investigaci&#243;n se caracteriz&#243; como de enfoque cualitativo, espec&#237;ficamente una investigaci&#243;n-formaci&#243;n, en el contexto de una licenciatura de Universidade Federal do Par&#225;. En el proceso formativo, los sujetos manifiestan dificultades para problematizar un tema, resistencias para abandonar clases tradicionales y dificultades para superar las amarras de una evaluaci&#243;n puntual y final&#237;stica. Comprendemos tales dificultades como una herencia de una formaci&#243;n docente vivida aun cuando eran alumnos. Sin embargo, la experiencia se configur&#243; como una aut&#233;ntica problematizaci&#243;n de la docencia, con un potencial para superar y romper obst&#225;culos arraigados en nosotros, lo que posibilit&#243; la (re)construcci&#243;n de significados relacionados al &#8220;saber hacer&#8221; y al &#8220;saber ser&#8221; profesor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: 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&#8217;s Degree from the Federal University of Par&#225;. 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 &#8220;know how to do&#8221; and &#8220;how to be&#8221; a teacher. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Três Momentos Pedagógicos]]></kwd>
<kwd lng="pt"><![CDATA[Inovação]]></kwd>
<kwd lng="es"><![CDATA[Formación de Professores]]></kwd>
<kwd lng="es"><![CDATA[Tres Momentos Pedagógicos]]></kwd>
<kwd lng="es"><![CDATA[Innovación]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Three Pedagogic Moments]]></kwd>
<kwd lng="en"><![CDATA[Innovation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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