<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000301135</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.078.ds11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Epistemologia complexa e as compreensões narrativas do vivido na pesquisa (auto)biográfica]]></article-title>
<article-title xml:lang="en"><![CDATA[Complex epistemology and narrative understandings of experience in autobiographical research]]></article-title>
<article-title xml:lang="es"><![CDATA[Epistemología compleja y las comprensiones narrativas de la experiencia en la investigación autobiográfica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[Joelson de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Maranhão  ]]></institution>
<addr-line><![CDATA[Codó MA]]></addr-line>
<country>Brasil</country>
</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>23</volume>
<numero>78</numero>
<fpage>1135</fpage>
<lpage>1149</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000301135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000301135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000301135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O texto se tece como um ensaio teórico-epistemológico, articulado com reflexões de experiências formativas e profissionais na docência universitária pensando a escola com os/as professores/as da Educação Básica fruto do entrelaçamento da Epistemologia da Complexidade com a Pesquisa narrativa (auto)biográfica. Tem como objetivos: compreender as relações e sentidos do pensamento complexo com a pesquisa narrativa no campo educacional, bem como refletir que contribuições a complexidade e as abordagens (auto)biográficas promovem na formação de professores/as. Parte da seguinte provocação: como é possível articular a Teoria Complexa com a Pesquisa narrativa (auto)biográfica? De que forma essas abordagens possibilitam pensar a formação de professores/as em um contexto de incertezas e complexidades da vida, pesquisa, formação, educação e sociedade no cenário atual? A proposição teórica e epistemológica é discutida à luz do Pensamento Complexo em: Edgar Morin, Maria da Conceição Xavier de Almeida, Izabel Petraglia, Maria Cândida Moraes, Marilda Aparecida Behrens e outros, entrelaçando-se com as reflexões do Movimento de Histórias de vida em formação na pesquisa narrativa (auto)biográfica com Marie-Christine Josso, em diálogo com Ivor Goodson, Inês Bragança, Conceição Passeggi e outros. Como resultados reflete que seria preciso promover um viés mais complexo sobre a vida, educação, formação, aprendizagem e conhecimentos com professores/as e alunos/as na constituição de processos significativos na educação escolar e na formação, desenvolvendo e valorizando suas histórias de vida e narrativas (auto)biográficas na composição ética, solidária e responsável de outras tantas possibilidades formativas, democráticas e emancipatórias na educação, no ensino e experiência profissional da docência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The text is woven as a theoretical-epistemological essay, articulated with reflections on formative and professional experiences in university teaching, thinking about the school with the teachers of Basic Education, the result of the intertwining of the Epistemology of Complexity with the (auto)biographical narrative research. Its objectives are: to understand the relationships and meanings of complex thinking with narrative research in the educational field, as well as to reflect on what contributions complexity and (auto)biographical approaches promote in teacher training. It starts from the following provocation: how is it possible to articulate Complex Theory with (auto)biographical narrative Research? How do these approaches make it possible to think about teacher training in a context of uncertainties and complexities of life, research, training, education and society in the current scenario? The theoretical and epistemological proposition is discussed in the light of Complex Thinking in: Edgar Morin, Maria da Conceição Xavier de Almeida, Izabel Petraglia, Maria Cândida Moraes, Marilda Aparecida Behrens and others, intertwining with the reflections of the Life Stories Movement in training in (auto)biographical narrative research with Marie-Christine Josso, in dialogue with Ivor Goodson, Inês Bragança, Conceição Passeggi and others. As a result, it reflects that it would be necessary to promote a more complex bias on life, education, training, learning and knowledge with teachers and students in the constitution of significant processes in school education and training, developing and valuing their life stories and (auto)biographical narratives in the ethical, solidary and responsible composition of many other formative, democratic and emancipatory possibilities in education, teaching and professional teaching experience.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto se teje como un ensayo teórico-epistemológico, articulado con reflexiones sobre experiencias formativas y profesionales en la docencia universitaria, pensando la escuela con los docentes de Educación Básica, resultado del entrelazamiento de la Epistemología de la Complejidad con lo (auto)biográfico. investigación narrativa. Sus objetivos son: comprender las relaciones y significados del pensamiento complejo con la investigación narrativa en el campo educativo, así como reflexionar sobre qué aportes promueven la complejidad y los enfoques (auto)biográficos en la formación docente. Parte de la siguiente provocación: ¿cómo es posible articular la Teoría Compleja con la investigación narrativa (auto)biográfica? ¿Cómo estos enfoques posibilitan pensar la formación docente en un contexto de incertidumbres y complejidades de vida, investigación, formación, educación y sociedad en el escenario actual? La proposición teórica y epistemológica es discutida a la luz del Pensamiento Complejo en: Edgar Morin, Maria da Conceição Xavier de Almeida, Izabel Petraglia, Maria Cândida Moraes, Marilda Aparecida Behrens y otros, entrelazándose con las reflexiones del Movimiento Historias de Vida en formación en Investigación narrativa (auto)biográfica con Marie-Christine Josso, en diálogo con Ivor Goodson, Inês Bragança, Conceição Passeggi y otros. Como resultado, refleja que sería necesario promover un sesgo más complejo de vida, educación, formación, aprendizaje y saber con docentes y estudiantes en la constitución de procesos significativos en la formación y formación escolar, desarrollando y valorando sus historias de vida y Narrativas (auto)biográficas en la composición ética, solidaria y responsable de muchas otras posibilidades formativas, democráticas y emancipatorias en la educación, la docencia y la experiencia profesional docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pensamento complexo]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa narrativa (auto)biográfica]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores/as.]]></kwd>
<kwd lng="en"><![CDATA[Complex thinking]]></kwd>
<kwd lng="en"><![CDATA[Narrative (auto)biographical research]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training.]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento complejo]]></kwd>
<kwd lng="es"><![CDATA[Investigación narrativa (auto)biográfica]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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