<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012022000100203</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v44i1.52706</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensaio sobre intencionalidade pedagógica e tradição: um tensionamento como princípio educativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Essay on pedagogical intentionality and tradition: tensioning as an educative principle]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pastoriza]]></surname>
<given-names><![CDATA[Bruno dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas Laboratório de Ensino de Química Centro de Ciências Químicas, Farmacêuticas e de Alimentos]]></institution>
<addr-line><![CDATA[Pelotas Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012022000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012022000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012022000100203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Proposto como uma reflexão, desenvolvida a partir da análise de fontes teóricas e da experiência em formação de professores, neste texto tenho por objetivo evidenciar o tensionamento necessário entre as ideias de &#8216;intencionalidade pedagógica&#8217; e de &#8216;tradição&#8217; como elementos potentes à ação docente. Por meio de uma metodologia qualitativa, baseio o texto no processo de argumentação, pautado na exposição de fatos, explicitação de posicionamentos e articulação teórica para tecer suas propostas. Argumentando em favor de um trabalho em direção à &#8216;intencionalidade pedagógica&#8217;, apresento, como resultado principal, a proposição de colocar essa &#8216;intencionalidade pedagógica&#8217; acima da &#8216;tradição&#8217; por meio de seu constante tensionamento. Para isso, na construção da reflexão assinalo as diferenciações que assumo entre &#8216;intencionalidade pedagógica&#8217; e &#8216;tradição&#8217;, trazendo elementos de outros autores e delimitando as especificidades apontadas no trabalho. Na sequência, no processo de reflexão encaminho que o tensionamento entre &#8216;intencionalidade pedagógica&#8217; e &#8216;tradição&#8217; seja tido como um princípio educativo, dadas as potencialidades que ele assinala na educação em geral e, em específico, no recorte apontado na Educação em Ciências. Ao final, proponho que o processo de tensionamento é mais produtivo do que a implicação dessas ideias em separado, assim como reitero a expectativa da reflexão de problematizar e contribuir com a produção de conhecimentos no campo educacional, especialmente na formação de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT.  In this reflection text I develop a discussion centered in the tensioning between pedagogical intentionality and tradition as an important task in teacher action. From theoretical and experiential teacher training sources, I point pedagogical intentionality as deeper educational tool then tradition when faced with a tensioning process. By argumentation process, based on facts statements, position taking, and theoretical articulation, I present qualitative methodology carried out in this text. In this sense, I made differentiations between pedagogical intentionality and tradition from others authors and the reflection specificities. Teachers&#8217; actions and school subjects are problematized in terms of pedagogical intentionality and tradition differentiations to direct the tensioning as educative principle to think about in teaching both in general education and specifically in science education. In the end, I assume in the reflection the tensioning process more productive then using pedagogical intentionality and tradition separately and reassert my intention to problematize and contribute with knowledge production in educational field, particularly in teacher training.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[conteúdos da formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[didática]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[teacher formation content]]></kwd>
<kwd lng="en"><![CDATA[didactic]]></kwd>
</kwd-group>
</article-meta>
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