<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022022000100764</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202248241700por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação experiencial e aprendizagem biográfica: refletir para atribuir sentidos às experiências?]]></article-title>
<article-title xml:lang="en"><![CDATA[Experiential training and biographical learning: reflecting to give meaning to senses to experiences?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Doutor]]></surname>
<given-names><![CDATA[Catarina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Natália]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</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>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022022000100764&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022022000100764&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022022000100764&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A ideia de que a experiência de vida pode constituir uma fonte de aprendizagem e de desenvolvimento não é, de todo, nova. Aliás, as experiências de vida quando são pensadas e refletidas adquirem uma dimensão formativa. No entanto, a experiência é, por si só, um conceito impreciso e que comporta um conjunto diversificado de significados. Nesse contexto, qual a relação entre experiência e aprendizagem? Acresce a essa questão, outras consideradas, de igual modo, importantes, tais como: Qual o papel formativo das experiências? E qual o papel da reflexão? Essas são algumas das questões que tentaremos responder. O presente artigo, de natureza teórica, procura refletir sobre os conceitos de aprendizagem e/ou formação experiencial e aprendizagem biográfica no quadro teórico-conceptual da educação e formação de adultos. A partir das principais perspectivas teóricas apresentadas e discutidas, os três conceitos assumem um sentido idêntico referente ao papel ativo do indivíduo, assim como à sua capacidade de refletir e, posteriormente, de atribuir sentidos e/ou significados às experiências vivenciadas. Acreditamos que a relevância desses conceitos teóricos se prende, precisamente, com a possibilidade de analisar os múltiplos significados e sentidos que os indivíduos atribuem quer às experiências, quer às aprendizagens adquiridas ao longo das suas vidas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The idea that life experience can be a source of learning and development is not at all new. In fact, life experiences when they are thought and reflected upon acquired a formative dimension. However, experience is, in itself, an imprecise concept and it holds a diverse set of meanings. In this context, what is the relationship between experience and learning? In addition to this question, there are others considered equally important such as: what is the formative role of experiences? And what is the role of reflection? These are some of the questions that we will try to answer. This article of theoretical nature seeks to reflect on the concepts of experiential learning and/or training and biographical learning in the theoretical-conceptual framework of adult education and training. From the main theoretical perspectives presented and discussed, the three concepts take on an identical meaning concerning the active role of the individual, as well as their capacity to reflect and, subsequently, to attribute senses and/or meanings to the experiences lived. We believe that the relevance of these theoretical concepts is precisely related to the possibility to analyse the multiple meanings and senses that individuals attribute both to the experiences and to the learnings acquired throughout their lives.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Experiência]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem experiencial]]></kwd>
<kwd lng="pt"><![CDATA[Formação experiencial]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem biográfica]]></kwd>
<kwd lng="pt"><![CDATA[Biograficidade]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Experiential learning]]></kwd>
<kwd lng="en"><![CDATA[Experiential training]]></kwd>
<kwd lng="en"><![CDATA[Biographical learning]]></kwd>
<kwd lng="en"><![CDATA[Biographicity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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