<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932024000100110</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29a2024e12953</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Autobiografia, narrativa e pesquisaformação: princípios, conceitos e finalidades nas pesquisas qualitativas em educação]]></article-title>
<article-title xml:lang="en"><![CDATA[Autobiography, narrative and researcheducation: principles, concepts and specifics in qualitative research in education]]></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="A01">
<institution><![CDATA[,Universidade Federal do Maranhão Curso de Pedagogia Programa de Pós-Graduação em Educação e Práticas Educativas]]></institution>
<addr-line><![CDATA[Imperatriz MA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932024000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente texto configura-se como um ensaio teórico-bibliográfico e reflexivo que tem como objetivo compreender as dimensões conceituais, reflexivas e interpretativas da autobiografia, narrativa e da pesquisaformação2 nas pesquisas qualitativas em educação, mais especificamente refletir acerca dessas abordagens de pesquisa, seus princípios e finalidades no contexto da formação de professore(a)s e nas pesquisas científicas. Para isso, a fundamentação teórico-epistemológica desta escrita se tece mediatizada em diálogo com o(a)s autore(a)s das pesquisas narrativas e (auto)biográficas, com os contributos de: Marie-Christine Josso, Paul Ricoeur, Dilthey, Ivor Goodson, Inês Bragança, Conceição Passeggi, Elizeu Clementino de Souza, entre outro(a)s. Como lições e aprendizagens, este estudo revelou que a pesquisaformação é um dispositivo metodológico potencial que vem transformando os modos de fazer pesquisa e de se formar, simultaneamente, com o uso das narrativas autobiográficas, trazendo o sujeito para o centro do debate e das discussões, o que tem feito diferença tanto na academia quanto na sua articulação com outras instâncias socioculturais, sendo a escola uma dessas instituições, entre outras, que se retroalimentam dando vigor, sentido e significado à vida, à aprendizagem, à formação docente e à construção do conhecimento científico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text is configured as a theoretical-bibliographic and reflective essay that aims to understand the conceptual, reflective and interpretative dimensions of autobiography, narrative and research-formation, in qualitative research in education, more specifically, reflexively on these research approaches, their principles and specifically in the context of teacher training and scientific research. To this end, the theoretical-epistemological foundation of this writing is weaved through dialogues with authors of narrative and (auto)biographical research with contributions from: Marie-Christine Josso, Paul Ricoeur, Dilthey, Ivor Goodson, Inês Bragança, Conceição Passeggi, Elizeu Clementino de Souza and others. As lessons and learning from the study revealed that research training is a potential device that has been transforming the ways of doing research and training, simultaneously, with the use of autobiographical narratives, bringing the subject to the center of debate and discussions, which has difference both in the academy and in its articulation with other sociocultural instances, with the school being one of these institutions, among others, that feed each other back, giving vigor, meaning and meaning to life, learning, training and construction of scientific knowledge.]]></p></abstract>
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<kwd lng="pt"><![CDATA[Construção de conhecimentos]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professore(a)s]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa autobiográfica]]></kwd>
<kwd lng="en"><![CDATA[Construction of knowledge]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Autobiographical research]]></kwd>
</kwd-group>
</article-meta>
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