<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442021000100231</article-id>
<article-id pub-id-type="doi">10.5902/1984644440170</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Docência em movimento: a transitividade no fazer docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching in movement: the transitivity in teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roncarelli]]></surname>
<given-names><![CDATA[Isadora Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stecanela]]></surname>
<given-names><![CDATA[Nilda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pauletti]]></surname>
<given-names><![CDATA[Fabiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná Campus Curitiba ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brazil</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>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442021000100231&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442021000100231&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442021000100231&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente texto versa a respeito da docência e seus processos de transitividade. O objetivo é tecer uma reflexão sobre a importância da transitividade na docência, tendo em vista as contribuições de Paulo Freire no que tange ao pensar certo e à reflexão sobre a ação. Além disso, outros autores são evocados para a escrita, tais como Pimenta (2002, 2010), Freitas (2018), Charlot (2000), Cunha (1999). O argumento principal desenvolvido no texto é que ao pensar certo o docente pensa sobre, ao pensar sobre, reflete sobre sua prática, e a reflexão sobre a prática o coloca em processo de ação-reflexão-ação, isso caracteriza a docência em movimento. A pesquisa é o elemento central para a transitividade na docência, a postura investigativa do professor, que reflete sistematicamente sobre sua prática, o coloca em constante movimento. Esse movimento é provocado pelos professores, por meio de saberes docentes como a reflexão, a pesquisa, a tomada de decisão e o pensar certo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The text addresses teaching and its transitivity processes. The purpose of this text is to reflect on the importance of transitivity in teaching, in view of the contributions of Paulo Freire in what concerns thinking right and reflection on action. In addition, other authors are evoked for writing, such as Pimenta (2002, 2010), Freitas (2018), Charlot (2000), Cunha (1999). The main argument developed in the text is that when thinking right the teacher thinks about, when thinking about reflects on his practice, and the reflection on practice puts him in the process of action-reflection-action, this characterizes teaching in movement. Research is the central element for transitivity in teaching, the teacher's investigative stance, which systematically reflects on his practice, sets him in constant motion. This movement is provoked by teachers through teaching knowledge such as reflection, research, decision making and right thinking.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docência em movimento]]></kwd>
<kwd lng="pt"><![CDATA[Ação-reflexão-ação]]></kwd>
<kwd lng="pt"><![CDATA[Saberes Docentes]]></kwd>
<kwd lng="en"><![CDATA[Teaching in movement]]></kwd>
<kwd lng="en"><![CDATA[Action-reflection-action]]></kwd>
<kwd lng="en"><![CDATA[Teacher knowledge]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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