<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742025000100520</article-id>
<article-id pub-id-type="doi">10.1590/1980531411545</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;O QUE TE TROUXE ATÉ AQUI?&#8221;: NARRATIVAS DE SI COMO RECURSO PEDAGÓGICO]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;WHAT BROUGHT YOU HERE?&#8221;: NARRATIVES OF SELF AS A PEDAGOGICAL RESOURCE]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;¿QUÉ TE TRAJO AQUÍ?&#8221;: NARRATIVAS DE UNO MISMO COMO RECURSO PEDAGÓGICO]]></article-title>
<article-title xml:lang="fr"><![CDATA[&#8220;QU&#8217;EST-CE QUI T&#8217;AMÈNE ICI?&#8221;: LES RÉCITS DE SOI COMME RESSOURCE PÉDAGOGIQUE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mariano]]></surname>
<given-names><![CDATA[Agnes Francine de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Integração Internacional da Lusofonia Afro-Brasileira (Unilab)  ]]></institution>
<addr-line><![CDATA[São Francisco do Conde BA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742025000100520&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742025000100520&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742025000100520&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo trata da incorporação de relatos autobiográficos estudantis no cotidiano universitário. Parte-se de uma reflexão sobre as mudanças no perfil estudantil e a defesa de estratégias que permitam aos docentes conhecer as suas experiências, saberes e interesses. Três recursos para a construção de relatos autobiográficos são descritos e analisados: o perfil jornalístico, o diálogo autêntico e a autobiografia. Tomando como aporte metodológico a proposta de Marie-Christine Josso sobre as &#8220;dimensões do nosso ser no mundo&#8221;, são analisados trechos de seis autobiografias. São identificadas dimensões como afetividade, emoções, ação, imaginação e cognição, confirmando que outros âmbitos, além do cognitivo, participam do cotidiano dos estudantes, das aulas e merecem ser conhecidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses the incorporation of students&#8217; autobiographical narratives into university life. It begins with a reflection on changes in the student profile and advocates for strategies that enable professors to better understand students&#8217; experiences, knowledge, and interests. Three resources for constructing autobiographical narratives are described and analyzed: the journalistic profile, authentic dialogue, and autobiography. Taking Marie-Christine Josso&#8217;s proposal on the &#8220;dimensions of our being in the world&#8221; as a methodological contribution, excerpts from six autobiographies are analyzed. The analysis identifies dimensions such as affectivity, emotions, action, imagination, and cognition, confirming that other areas, beyond the cognitive, are part of students&#8217; daily lives and classroom experiences and deserve to be acknowledged.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo trata de la incorporación de relatos autobiográficos estudiantiles en el cotidiano universitario. Parte de una reflexión sobre los cambios en el perfil estudiantil y la defensa de estrategias que permitan que los docentes conozcan sus experiencias, saberes e intereses. Se describen y analizan tres recursos para construir relatos autobiográficos: el perfil periodístico, el diálogo auténtico y la autobiografía. Tomando como aporte metodológico la propuesta de Marie-Christine Josso sobre las &#8220;dimensiones de nuestro ser en el mundo&#8221;, se analizan tramos de seis autobiografías. Se identifican dimensiones como afectividad, emociones, acción, imaginación y cognición, confirmando que otros ámbitos, además del cognitivo, participan en el cotidiano de los estudiantes, en sus clases y merecen que se los reconozcan.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;article explore l&#8217;intégration de récits autobiographiques d&#8217;étudiants dans leur quotidien universitaire. Il part d&#8217;une réflexion concernant les changements en termes de profil étudiant et le développement de stratégies permettant au corps enseignant de mieux connaître les expériences, les savoirs et les intérêts de ces derniers. Trois sources de données qui appuyent à la construction de récits autobiographiques sont décrites et analysées: le genre journalistique, le dialogue authentique et l&#8217;autobiographie. À partir de l&#8217;approche méthodologique proposée par Marie-Christine Josso rélative aux &#8220;dimensions de notre être dans le monde&#8221;, des extraits provenant de six autobiographies sont analysés. L&#8217;identification de dimensions telles que l&#8217;affectivité, les émotions, l&#8217;action, l&#8217;imagination et la cognition confirme que d&#8217;autres sphères au déla du cognitif font partie du quotidien des étudiants et de leurs cours et méritent d&#8217;être considérées.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ENSINO SUPERIOR]]></kwd>
<kwd lng="pt"><![CDATA[VIDA ESTUDANTIL]]></kwd>
<kwd lng="pt"><![CDATA[AUTOBIOGRAFIA]]></kwd>
<kwd lng="pt"><![CDATA[NARRATIVA]]></kwd>
<kwd lng="en"><![CDATA[HIGHER EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[STUDENT LIFE]]></kwd>
<kwd lng="en"><![CDATA[AUTOBIOGRAPHY]]></kwd>
<kwd lng="en"><![CDATA[NARRATIVE]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN SUPERIOR]]></kwd>
<kwd lng="es"><![CDATA[VIDA ESTUDIANTIL]]></kwd>
<kwd lng="es"><![CDATA[AUTOBIOGRAFÍA]]></kwd>
<kwd lng="es"><![CDATA[NARRATIVA]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT SUPÉRIEUR]]></kwd>
<kwd lng="fr"><![CDATA[VIE ÉTUDIANTE]]></kwd>
<kwd lng="fr"><![CDATA[AUTOBIOGRAPHIE]]></kwd>
<kwd lng="fr"><![CDATA[RÉCIT DE VIE]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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