<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122023000100300</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v28.e023031</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Biologia-cultural &#8211; o Amor como fundamento epistemológico do educar em Humberto Maturana]]></article-title>
<article-title xml:lang="en"><![CDATA[Cultural-Biology &#8211; Love as epistemological fundament of the educating in Humberto Maturana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barcelos]]></surname>
<given-names><![CDATA[Valdo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azzolin]]></surname>
<given-names><![CDATA[Maria Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,UFSM Academia Internacional de Artes, Letras e Ciências Academia Santa Mariense de Letras]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,UFSM Núcleo CONVERSAR: Biologia-cultural, Educação, Sustentabilidade e Transformação Humana ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122023000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122023000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122023000100300&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto é a síntese de alguns anos de estudos e de pesquisas em que as proposições da Biologia-cultural, da Biologia do Amor e da Biologia do Conhecimento, do pensador chileno Humberto Maturana Romesín (1928-2021) serão tomadas como a principal referência epistemológica. Nosso objetivo principal é fazer uma reflexão sobre o entendimento do processo de aprendizagem como um devir Biológico-cultural e que se realiza num contexto ecológico de aprendizagem. A ênfase de nossa reflexão neste momento será no sentido de contribuir para a construção de um processo de aprendizagem humana, que tenha como ponto de partida alguns fundamentos, tais como: a cooperação, o respeito mútuo, a colaboração, a aceitação mútua, reconhecimento da legitimidade e dignidade do outro(a), o deixar aparecer, enfim, uma educação na qual a aprendizagem tenha como orientação o amar (Maturana; Dávila, 1997; 2009; 2005; 2016; 2019; 2021). Neste texto refletiremos a proposição de Maturana do amor como o princípio epistemológico para a construção de uma aprendizagem que privilegie a cooperação entre os seres humanos e não a competição. Nosso argumento principal provém da proposição de que a competição pressupõe, via de regra, a negação, o aniquilamento, a anulação do outro. Nossa proposta está ancorada na proposição apresentada por Maturana de que nos construímos humanos não pela competição, mas, sim, pela cooperação. Para concluir, e como forma de viabilizar essa aprendizagem, apresentamos o que denominamos dos três momentos da aprendizagem, a saber: o conhecer, o entender e o compreender, em que (1) Conhecer é conseguir descrever o fenômeno (problema/conflito) que se apresenta no contexto do cotidiano vivido; (2) Entender &#8211; é perceber, as relações sistêmicas/ecológicas relacionais no contexto local onde os fenômenos acontecem e (3) Compreender &#8211; é perceber a trama sistêmica relacional em que o fenômeno ocorre para darse conta das suas possíveis consequências. Compreender é dar-se conta de onde, como e quando deveremos atuar no sentido de evitar e/ou resolver um determinado problema que surja no local e com a particularidade com a qual acontece.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text is the synthesis of a few years of studies and research where the propositions of the Cultural-Biology, of the intellectual Humberto Maturana Romesín (1928-2021) are taken as the main epistemological reference. Our main goal is to reflect on the understanding of the learning process as a Biological-Cultural becoming, and that happens in an ecological context of learning. Our intention is to contribute to the construction of a human learning process, that has as its starting point some elements such as: cooperation, mutual respect, the acknowledgement of legitimacy and dignity of the other, to &#8216;let one show&#8217;, an education in which the learning has as its orientation the act of love (Maturana; Dávila, 1997; 2009; 2005; 2016; 2019, 2021). In this text we will approach Maturana&#8217;s proposition about love as the epistemological principal for the construction of a learning process that privileges the cooperation between human beings and not the competition. Our main argument starts from the understanding that competition presupposes, as a rule, the denial, the annihilation, the annulment of the other. Our proposal starts from the principle that we, humans, can build not only through competition, but through cooperation. To conclude, and as a way to enable this alternative to the learning process, we present what we call the three moments of learning: the knowing, the understanding and the comprehending, where Knowing is to be able to describe the phenomenon (problem/conflict) that presents itself in the daily living context; (2) Understanding &#8211; is to perceive the systemic/ ecologic relations in the local context where the phenomena happens and (3) Understanding &#8211; is to perceive the systemic relational web where the phenomenon happens to realize its possible consequences. Understanding is to identify where, how, and when we should act in the sense of avoiding and/or resolving a determined problem that surfaces locally and with the particularity it happens.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Biologia-cultural]]></kwd>
<kwd lng="pt"><![CDATA[Biologia do amor]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem humana]]></kwd>
<kwd lng="pt"><![CDATA[Humberto Maturana]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Biology]]></kwd>
<kwd lng="en"><![CDATA[Love]]></kwd>
<kwd lng="en"><![CDATA[Human learning]]></kwd>
<kwd lng="en"><![CDATA[Humberto Maturana]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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