<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602016000200093</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.46025</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagem histórica: narrativas autobiográficas como dispositivos de formação]]></article-title>
<article-title xml:lang="en"><![CDATA[Historical learning: autobiographical narratives as formation devices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Jorge Luiz da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>00</volume>
<numero>60</numero>
<fpage>93</fpage>
<lpage>105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000200093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000200093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000200093&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Narrar a pr&#243;pria experi&#234;ncia provoca estranhamentos do saber sobre o lugar comum e podem possibilitar conscientiza&#231;&#245;es, nas rela&#231;&#245;es entre hist&#243;ria, estrutura social e trajet&#243;rias individuais. Nesse sentido, indagamos como a imagina&#231;&#227;o e a consci&#234;ncia hist&#243;rica, o estranhamento e a desnaturaliza&#231;&#227;o, tidos como objetivos do ensino de hist&#243;ria, se aproximam das narrativas autobiogr&#225;ficas como dispositivos de forma&#231;&#227;o, estabelecendo um di&#225;logo entre o ensino de hist&#243;ria e o campo da pesquisa (auto)biogr&#225;fica em educa&#231;&#227;o. Este trabalho p&#245;e em di&#225;logo as orienta&#231;&#245;es legais sobre as especificidades da aprendizagem hist&#243;rica e as narrativas autobiogr&#225;ficas como dispositivos de forma&#231;&#227;o. Discute, tamb&#233;m, a fundamenta&#231;&#227;o epistemol&#243;gica do trabalho com narrativas autorreferenciais nas aulas de hist&#243;ria; e, por fim, apresenta e analisa a aplica&#231;&#227;o de uma proposta de ensino de hist&#243;ria a partir de narrativas autobiogr&#225;ficas de alunos do Ensino M&#233;dio. A an&#225;lise dos relatos, decorrentes da proposta, foi realizada com base na an&#225;lise textual discursiva, cujas unidades de an&#225;lise tamb&#233;m foram fundamentadas no conceito de constru&#231;&#227;o e reconstru&#231;&#227;o da aprendizagem, nas rela&#231;&#245;es entre a reflex&#227;o autobiogr&#225;fica e a imagina&#231;&#227;o hist&#243;rica e no papel da aprendizagem hist&#243;rica na constitui&#231;&#227;o de uma consci&#234;ncia hist&#243;rica. Estranhar e desnaturalizar o que se sabe sobre si, o que se escuta sobre si e deixar em suspens&#227;o para novas reorganiza&#231;&#245;es, para constru&#231;&#245;es e reconstru&#231;&#245;es da aprendizagem e, principalmente, para uma pr&#225;tica de questionamentos em que a interroga&#231;&#227;o n&#227;o versa somente sobre o outro, mas sobre si na rela&#231;&#227;o com outros e com os fatos hist&#243;ricos, eis a&#237; talvez uma tarefa da educa&#231;&#227;o em que a hist&#243;ria adquire import&#226;ncia na forma&#231;&#227;o dos jovens. Desse modo, o que sustentamos &#233; a centralidade da rela&#231;&#227;o sociedade-indiv&#237;duo no ensino de hist&#243;ria na educa&#231;&#227;o escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Narrating our own experience provokes estrangements of knowledge about the common place and they can enable awareness of the relations between history, social structure and individual trajectories. In this regard, we inquire how imagination and historical consciousness, estrangement and denaturalization, considered the objectives of history teaching, approach autobiographical narratives as formation devices, establishing a dialogue between history teaching and the (auto)biographical research field in education. This work puts in discussion the legal orientations about the particularities of history learning and the autobiographical narratives as formation devices. It also debates the epistemological foundation of the work with self-referential narratives in history classes; and finally, it presents and analyses the application of a history teaching proposal starting from the autobiographical narratives of high school students. The analysis of the accounts, resulted from the proposal, was carried on the basis of discursive text analysis, whose analytical units were also founded in the concept of learning construction and reconstruction, in the relations between autobiographical reflection and historical imagination and in the role of history learning in the formation of a historical consciousness. Finding strange and denaturalizing what is known about yourself, what is heard about yourself and letting it suspended for new reorganizations, for learning construction and reconstruction and, mainly, for a questioning technique in which interrogation doesn't refer only to the other, but to you in relation to others and to historical facts. This may be an educational task in which history gains importance in the youths' formation. Thus, what we support is the centrality of the society-individuals relation in history teaching in school education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[aprendizagem histórica]]></kwd>
<kwd lng="pt"><![CDATA[narrativas autobiográficas]]></kwd>
<kwd lng="pt"><![CDATA[educação histórica]]></kwd>
<kwd lng="pt"><![CDATA[dispositivos de formação]]></kwd>
<kwd lng="pt"><![CDATA[estranhamento e desnaturalização]]></kwd>
<kwd lng="en"><![CDATA[historical learning]]></kwd>
<kwd lng="en"><![CDATA[autobiographical narratives]]></kwd>
<kwd lng="en"><![CDATA[history education]]></kwd>
<kwd lng="en"><![CDATA[formation devices]]></kwd>
<kwd lng="en"><![CDATA[estrangement and denaturalization]]></kwd>
</kwd-group>
</article-meta>
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