<?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>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2024000300109</article-id>
<article-id pub-id-type="doi">10.26843/rencimav15n3a09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inovação Didática no Ensino de Ciências: ensaios emergentes de uma formação docente inspirada nos Ateliês Biográficos de Projeto]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactic Innovation in Science Teaching: essays emerging from teaching training inspired by Biographical Project Workshops]]></article-title>
<article-title xml:lang="es"><![CDATA[Innovación Didáctica en la Enseñanza de las Ciencias: ensayos surgidos de la formación docente inspirados en los Talleres de Proyectos Biográficos]]></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[Pessoa]]></surname>
<given-names><![CDATA[Winton Rabelo]]></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="A01">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2024000300109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2024000300109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2024000300109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, objetivamos compreender em quais termos as experiências formativas, partilhadas por professores de Ciências no interior de uma formação continuada em serviço inspirada nos Ateliês Biográficos de Projeto, ensaiam Inovações Didáticas. Tratamos de uma pesquisa-formação fundamentada no método (auto)biográfico e recorremos à Análise Textual Discursiva para a sistematização, análise e interpretação das experiências compartilhadas. Do vivido, emergem novos começos, que despertaram nos participantes o sentimento de incompletude, guiando-os a um processo de (auto)conhecimento e de responsabilização pelo seu poder (auto)formador, permitindo-lhes agir sobre si e operar escolhas didáticas próprias. As experiências construídas pelos professores participantes expressam o encorajamento para a superação dos obstáculos e das incertezas que enfrentam cotidianamente na sua prática profissional, bem como a motivação para a busca de mais conhecimentos científicos e didáticos. Isso suscitou novas reflexões e teceu outras possibilidades de ensino e aprendizagem no encaminhamento mais inovativo de suas ações didáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We seek to understand in what terms formative experiences, shared by Science teachers, within continued in-service training, inspired by the Biographical Project Workshops, rehearse Didactic Innovations. We deal with training research based on the (self)biographical method and use Discursive Textual Analysis to systematize, analyze and interpret shared experiences. From what was experienced, new beginnings emerged, which awakened in the participants the feeling of incompleteness and guided them to a process of (self) knowledge and responsibility for their (self) formative power, allowing them to act on themselves and make their own didactic choices. The experiences built by the participating teachers express the encouragement to overcome the obstacles and uncertainties that face them in their daily professional practice, the motivation to search for more scientific and didactic knowledge, which raised new reflections and created new possibilities for teaching and learning in the most innovative direction of their teaching actions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Buscamos comprender en qué términos las experiencias formativas, compartidas por profesores de Ciencias, dentro de la formación continua en servicio, inspiradas en los Talleres de Proyectos Biográficos, ensayan Innovaciones Didácticas. Abordamos una investigación formativa basada en el método (auto)biográfico y utilizamos el Análisis Textual Discursivo para sistematizar, analizar e interpretar experiencias compartidas. De lo vivido surgieron nuevos comienzos, que despertaron en los participantes el sentimiento de incompletitud y los guiaron a un proceso de (auto)conocimiento y responsabilidad por su poder (auto)formativo, permitiéndoles actuar sobre sí mismos y hacer su propia didáctica. opciones. Las experiencias construidas por los docentes participantes expresan el estímulo a superar los obstáculos e incertidumbres que enfrentan en su práctica profesional diaria, la motivación a la búsqueda de más conocimientos científicos y didácticos, que suscitaron nuevas reflexiones y crearon nuevas posibilidades para la enseñanza y el aprendizaje en el dirección más innovadora de su acción docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Método (Auto)biográfico]]></kwd>
<kwd lng="pt"><![CDATA[Inovação no Ensino de Ciências]]></kwd>
<kwd lng="en"><![CDATA[Didactic Innovation]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Biographical Project Workshops]]></kwd>
<kwd lng="es"><![CDATA[Innovación Didáctica]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[Talleres de Proyectos Biográficos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[ZEICHNER]]></surname>
<given-names><![CDATA[Kenneth]]></given-names>
</name>
</person-group>
<source><![CDATA[A formação reflexiva de professores: ideias e práticas]]></source>
<year>1993</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Educa]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
