<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812024000100221</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.105.5831</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Saberes docentes para uma pedagogia do sentido na vida]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching knowledge for a pedagogy of meaning in life]]></article-title>
<article-title xml:lang="es"><![CDATA[Los saberes docentes para una pedagogía del sentido de la vida]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Vinicius Cerqueira Bastos dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[David Moises Barreto dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Feira de Santana (UEFS)  ]]></institution>
<addr-line><![CDATA[Feira de Santana Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Feira de Santana (UEFS)  ]]></institution>
<addr-line><![CDATA[Feira de Santana Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Feira de Santana (UEFS)  ]]></institution>
<addr-line><![CDATA[Feira de Santana Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal da Bahia (UFBA)  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>105</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812024000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812024000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812024000100221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Sentido na vida, um aspecto essencial na vida humana, tem sido progressivamente inserido na esfera educativa, mas sem a adequada discussão sobre conhecimentos, habilidades e atitudes específicos necessários para o professor que o ensina. Este artigo apresenta resultados de uma investigação que objetivou identificar saberes docentes necessários para uma pedagogia do sentido na vida. O estudo empregou pesquisa documental de casos de ensino analisados e escritos por dez professores participantes de um curso de formação centrado na pedagogia do sentido na vida. Uma análise temática desses documentos revelou oito saberes docentes fundamentais: 1) considerar a pessoa integral; 2) aguçar a consciência; 3) ensinar a escolher; 4) dialogar; 5) contextualizar o conteúdo curricular com o mundo circundante do estudante; 6) encontrar sentido na docência; 7) ser resiliente; 8) desenvolver-se pessoal e profissionalmente. Esses achados podem orientar a formulação de políticas e programas educacionais que ressaltem a importância do sentido na vida para a saúde, a motivação e o desenvolvimento humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Meaning in life, a vital aspect of human existence, has been progressively embedded into the educational sphere, often without adequately addressing the specific knowledge, abilities, and attitudes required for educators teaching it. This study presents the findings of an analysis seeking to identify the pedagogical knowledge required for a pedagogy of meaning in life. We employed a document-based research of the teaching cases analyzed and written by ten teachers participating in a training course centered on the pedagogy of meaning in life. A thematic analysis of these documents revealed eight crucial aspects of teaching knowledge: 1) Recognize the whole individual; 2) Hone in conscience; 3) Teach decision-making; 4) Promote dialogue; 5) Align curriculum content with the student's surroundings; 6) Find meaning in teaching; 7) Be resilient; 8) Pursue personal and professional development. Such findings may lead to the formulation of educational policies and programs that underline the importance of meaning in life for human health, motivation and development.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El sentido de la vida, aspecto esencial en la vida humana, se ha ido progresivamente integrado en el ámbito educativo, pero sin una adecuada discusión sobre los conocimientos, las habilidades y las actitudes específicas necesarias para el docente que lo imparte. Este artículo presenta los resultados de una investigación que tuvo como objetivo identificar la enseñanza de saberes docentes imprescindibles para una pedagogía del sentido de la vida. El estudio utilizó una investigación documental de casos de enseñanza analizados y escritos por diez docentes que participaron en un curso de formación centrado en la pedagogía del sentido de la vida. Un análisis temático de estos documentos reveló ocho saberes docentes esenciales: 1) considerar a la persona en su totalidad; 2) afinar la conciencia; 3) enseñar a elegir; 4) dialogar; 5) contextualizar el contenido curricular con el mundo circundante del estudiante; 6) encontrar significado en la docencia; 7) ser resiliente; 8) desarrollarse personal y profesionalmente. Estos resultados pueden guiar la formulación de políticas y programas educativos que resalten la importancia del sentido de la vida para la salud, la motivación y el desarrollo humano.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[saberes do docente]]></kwd>
<kwd lng="pt"><![CDATA[busca de sentido]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[logoterapia]]></kwd>
<kwd lng="en"><![CDATA[teaching knowledge]]></kwd>
<kwd lng="en"><![CDATA[search for meaning]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[logotherapy]]></kwd>
<kwd lng="es"><![CDATA[saberes docentes]]></kwd>
<kwd lng="es"><![CDATA[búsqueda de sentido]]></kwd>
<kwd lng="es"><![CDATA[formación docente, desarrollo profesional, logoterapia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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