<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602021000100202</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2021v11n1id1530</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O MOVIMENTO DA DIDÁTICA NA FORMAÇÃO DOCENTE: reverberações de nosso tempo]]></article-title>
<article-title xml:lang="en"><![CDATA[THE DIDACTIC MOVEMENT IN TEACHER EDUCATION: reverberations of our time]]></article-title>
<article-title xml:lang="es"><![CDATA[EL MOVIMIENTO DIDÁCTICO EN LA FORMACIÓN DEL PROFESORADO: repercusiones de nuestro tiempo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sales]]></surname>
<given-names><![CDATA[Maria Julieta Fai Serpa e]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Livia Cavalcante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcante]]></surname>
<given-names><![CDATA[Maria Marina Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Maria Socorro Lucena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará Especialista em Psicopedagogia clínica, institucional e hospitalar (UNICHRISTUS). Graduada em Pedagogia (UECE) ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Mestranda do Programa de Pós-Graduação em Educação da Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Professora do Programa de Pós-Graduação em Educação da Universidade Estadual do Ceará Doutora em Educação Brasileira pela Universidade Federal do Ceará ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Doutora em Educação (USP). Pós-doutorado em Educação (USP). Mestre em Educação (UFC). Graduada em Letras e em Pedagogia (URCA)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602021000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602021000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602021000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo visa a inspirar discussões acerca da didática como movimento em defesa de uma formação docente de qualidade, no rumo das necessárias mudanças que devem ocorrer para a consolidação de práticas que venham a questionar o meio e assim construir alternativas comprometidas com a dignidade do povo. Isto posto, o estudo debruçou-se sobre o seguinte questionamento: Qual o sentido da didática em nosso tempo? Para tanto, apresentou-se como objetivo refletir sobre as circunstâncias que envolvem a didática na atualidade no horizonte da formação docente. Metodologicamente, a pesquisa seguiu a abordagem qualitativa e teve como método o estudo bibliográfico. O aporte teórico baseou-se em autores como Candau (2020), Freire (2018; 2019), Marin (2018), Pimenta (2019) e Saviani (2008). Destarte, realça a necessidade de discussões permanentes sobre as práticas pedagógicas, ao considerar a didática no âmbito da concepção crítica como via de modificar o cenário atual que obstaculiza a transformação social. Palavras-chave: Didática. Formação docente. Reflexão crítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to inspire discussions about didactics as a movement in defense of quality teacher education, in the direction of the necessary changes that must occur for the consolidation of practices that may question the environment and thus build alternatives committed to the sovereignty of the people. That said, the study focused on the following question: What is the meaning of didactics in our time? To this end, it was presented as an objective to reflect on the circumstances that involve didactics today in the horizon of teacher education. Methodologically, the research followed the qualitative approach, and the bibliographic study was the method. The theoretical contribution was based on authors such as Candau (2020), Freire (2018; 2019), Marin (2018), Pimenta (2019) and Saviani (2008). Thus, it highlights the need for permanent discussions on pedagogical practices, when considering didactics in the context of critical conception as a way of modifying the current scenario that hinders social transformation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo inspirar discusiones sobre la didáctica como movimiento en defensa de la formación docente de calidad, en la dirección de los cambios necesarios que deben ocurrir para consolidar prácticas que cuestionen el medio ambiente y así construir alternativas comprometidas con la soberanía de los pueblos. Dicho esto, el estudio se centró en la siguiente pregunta: ¿Cuál es el significado de la didáctica en nuestro tiempo? Para ello, se planteó como objetivo reflexionar sobre las circunstancias que envuelven a la didáctica hoy en el horizonte de la formación docente. Metodológicamente, la investigación siguió el enfoque cualitativo y el estudio bibliográfico fue el método. El aporte teórico se basó en autores como Candau (2020), Freire (2018; 2019), Marin (2018), Pimenta (2019) y Saviani (2008). Así, destaca la necesidad de discusiones permanentes sobre las prácticas pedagógicas, al considerar la didáctica en el contexto de la concepción crítica como una forma de modificar el escenario actual que dificulta la transformación social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Reflexão crítica]]></kwd>
<kwd lng="en"><![CDATA[Didactic]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Critical reflection]]></kwd>
<kwd lng="es"><![CDATA[Didáctica]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Reflexion critica]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Vicissitudes da formação de professores no Brasil]]></article-title>
<source><![CDATA[Congresso Internacional de Ensino e Formação Docente (CIEF) 1., 2020, Redenção. Anais [...]]]></source>
<year>2020</year>
<page-range>1-12</page-range><publisher-loc><![CDATA[Redenção ]]></publisher-loc>
<publisher-name><![CDATA[UNILAB]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
