<?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>S2178-52012022000100210</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v44i1.53444</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Narrativa: conhecimento e afetividade em classe de educação de jovens e adultos]]></article-title>
<article-title xml:lang="es"><![CDATA[Narrativa: conocimiento y afectividad en la clase de educación para jóvenes y adultos escolares]]></article-title>
<article-title xml:lang="en"><![CDATA[Narrative: knowledge and affectivity in a youth and adult education class]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Falabelo]]></surname>
<given-names><![CDATA[Raimundo Nonato de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Abaetetuba Pará]]></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=S2178-52012022000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012022000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012022000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO.   Este artigo tem como objetivo analisar a inter-relação afetividade, conhecimentos escolares e desenvolvimento cognitivo que se evidenciam nas práticas de ensino e aprendizagem de uma classe de educação de jovens e adultos. Para pensar o sujeito em suas condições de vida material, cultural e existencial, bem como em suas relações com as práticas do aprender, tomei como referencial teórico os estudos de Vigotski e colaboradores. Considerando-se que a dimensão da singularidade dos sujeitos é central à compreensão da organização e das transformações da afetividade, privilegiei, na construção dos dados, a descrição e análise da dinâmica interativa, instaurada e mediada pela linguagem e, dentro delas, os indícios da configuração única das experiências vividas pelos indivíduos em sua própria história singular. Para a coleta dos dados empíricos, recorri à abordagem qualitativa-etnográfica. Registrei, em &#8216;diário de campo&#8217;, episódios interativos produzidos na sala de aula, envolvendo os alunos e alunas, a professora e eu mesmo. No registro dos fragmentos, observei as condições sociais de produção das interações, bem como os dizeres, gestos, escritas e posturas assumidas pelos sujeitos nelas envolvidos. Para a construção, organização e interpretação dos dados empíricos, considerei a narrativização como uma técnica adequada para apresentar os sujeitos nas dinâmicas interativas em que estavam inseridos, na riqueza de seus dizeres, gestos, expressões, sem perder de vista igualmente, seus interlocutores. Por meio dessa técnica, eu poderia dar visibilidade às entonações, ao tempo, ao próprio movimento interativo em que os afetamentos recíprocos iam se deixando entrever. As evidências sugerem que é o conhecimento que modula as relações pedagógicas em sala de aula. O aprender e o não aprender os conhecimentos (conteúdos programáticos) suscitam expressões emocionais e afetivas de alegria, tristeza, recusa, indiferença, motivação, prazer, que são indiciadas em gestos corporais, linguagem verbal e não verbal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN.   Este artículo tiene como objetivo analizar la interrelación del afecto, el conocimiento escolar y el desarrollo cognitivo que son evidentes en las prácticas de enseñanza y aprendizaje de una clase de educación para jóvenes y adultos. Para pensar sobre el tema en sus condiciones de vida material, cultural y existencial, así como en sus relaciones con las prácticas de aprendizaje, tomé como referencia teórica los estudios de Vigotski y sus colaboradores. Considerando que la dimensión de la singularidad de los sujetos es central para comprender la organización y las transformaciones de la afectividad, privilegié, en la construcción de los datos, la descripción y el análisis de la dinámica interactiva, establecida y mediada por el lenguaje y, dentro de ellos, la evidencia de Configuración única de las experiencias vividas por los individuos en su propia historia única. Para la recopilación de datos empíricos, utilicé el enfoque cualitativo-etnográfico. Grabé, en &#8216;diário de campo&#8217;, episodios interactivos producidos en el aula, en los que participaron alumnos, el profesor y yo. En el registro de los fragmentos, observé las condiciones sociales de producción de las interacciones, así como los dichos, gestos, escritos y posturas asumidas por los sujetos involucrados en ellas. Para la construcción, organización e interpretación de datos empíricos, consideré la narrativización como una técnica adecuada para presentar a los sujetos en la dinámica interactiva en la que se insertaron, en la riqueza de sus dichos, gestos, expresiones, sin perder de vista a sus interlocutores por igual. La evidencia sugiere que es el conocimiento el que modula las relaciones pedagógicas en el aula. El aprendizaje y el no aprendizaje (contenido del programa) provocan expresiones emocionales y afectivas de alegría, tristeza, rechazo, indiferencia, motivación, placer, que se indican en los gestos corporales, el lenguaje verbal y no verbal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article aims to analyze the interrelationship between affectivity, school knowledge and cognitive development that are evidenced in the teaching and learning practices of a youth and adult education class. To think the subject in its material, cultural, and existential life conditions, as well as in its relations with the practices of learning, I took as my theoretical reference the studies of Vygotsky and collaborators. Considering that the dimension of the singularity of subjects is central to the understanding of the organization and transformations of affectivity, I privileged, in the construction of the data, the description and analysis of the interactive dynamics, established and mediated by language and, within them, the indications of the unique configuration of the experiences lived by individuals in their own singular history. To collect the empirical data, I used the qualitative-ethnographic approach. I recorded, in a 'field diary', interactive episodes produced in the classroom, involving the students, the teacher and myself. In recording the fragments, I observed the social conditions of production of the interactions, as well as the words, gestures, writings, and attitudes assumed by the subjects involved in them. For the construction, organization, and interpretation of the empirical data, I considered narrativization as an adequate technique to present the subjects in the interactive dynamics in which they were inserted, in the richness of their words, gestures, expressions, without losing sight of their interlocutors. Through this technique, I could give visibility to the intonations, to the time, to the very interactive movement in which the reciprocal affections were being revealed. The evidence suggests that it is knowledge that modulates pedagogical relations in the classroom. The learning and the not learning of knowledge (programmatic contents) arouse emotional and affective expressions of joy, sadness, refusal, indifference, motivation, pleasure, which are indicated in body gestures, verbal and non-verbal language]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[afetividade]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[cognição]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="es"><![CDATA[afectividad]]></kwd>
<kwd lng="es"><![CDATA[conocimiento]]></kwd>
<kwd lng="es"><![CDATA[cognición]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[affectivity]]></kwd>
<kwd lng="en"><![CDATA[knowledge]]></kwd>
<kwd lng="en"><![CDATA[cognition]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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