<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762020000100453</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i1p453-472</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AUTONARRATIVAS COMO AUTOCONHECIMENTO: UMA EXPERIÊNCIA DIDÁTICA NA PERSPECTIVA DA COMPLEXIDADE]]></article-title>
<article-title xml:lang="en"><![CDATA[SELF-NARRATIVES AS SELF-KNOWLEDGE: A DIDACTIC EXPERIENCE IN THE PERSPECTIVE OF COMPLEXITY]]></article-title>
<article-title xml:lang="es"><![CDATA[AUTONARRATIVAS COMO AUTOCONOCIMIENTO: UNA EXPERIENCIA DIDÁCTICA EN LA PERSPECTIVA DE LA COMPLEJIDAD]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PELLANDA]]></surname>
<given-names><![CDATA[Nize]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PICCININ]]></surname>
<given-names><![CDATA[Fabiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Santa Cruz do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Santa Cruz do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>453</fpage>
<lpage>472</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000100453&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000100453&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000100453&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo discute a narrativa como ação/configuração do pensar e do sentir e as potencialidades que porta no sentido epistêmico e ontogênico. Com isso, pretende-se problematizar o conceito de cognição como representação de uma realidade objetiva divorciada da experiência individual, nos moldes propostos por Bateson (1990), Espinosa (1983) e Morin (2010). Na complexidade, considera-se o processo de aprendizagem de forma indissociável da ontogênese de cada ser humano, entendendo o aprender como subjetivação. Do ponto de vista metodológico, procedeu-se a investigação a partir da experiência em sala de aula, com nove alunos da disciplina Epistemologia da Complexidade, de um Programa de Pós-Graduação em Letras, cujas autonarrativas foram tratadas por meio do método cartográfico, que proporcionou a evidência de que o falar, emocionar e conhecer são tecidos juntos. Assim, a partir da meditação e do uso de koans, haicais e mandalas, as autonarrativas geradas evidenciaram a indissociabilidade da ontogênese e da constituição de si, em um contraponto ao paradigma linear e dicotômico da educação tradicional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article discusses the narrative as action/configuration of thinking and feeling and the potentialities that it carries in the epistemic and ontogenic sense. With this, we intend to problematize the concept of cognition as a representation of an objective reality divorced from the individual experience, as proposed by Bateson (1990), Espinosa (1983) and Morin (2010). In complexity, the learning process is considered inseparably from the ontogenesis of each human being, understanding learning as subjectivation. In complexity, the learning process is considered inseparable from the ontogenesis of each human being, understanding learning as subjectification. From a methodological point of view, the investigation proceeded from the experience in the classroom, with nine students of the discipline Epistemology of Complexity, from a Graduate Program in Language and its Literature, whose self-narratives were treated using the cartographic method, which provided the evidence that speaking, stir emotions and knowing are woven together. Thus, from meditation and the use of koans, haiku and mandalas, the self-narratives generated showed the inseparability of ontogenesis and the constitution of the self, in counterpoint to the linear and dichotomous paradigm of traditional education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo discute la narrativa en cuanto a acción/configuración del pensar y del sentir y las potencialidades que porta en el sentido epistémico y ontogénico. Con ello, se pretende problematizar el concepto de cognición como representación de una realidad objetiva divorciada de la experiencia individual, en los moldes propuestos por Bateson (1990), Espinosa (1983) e Morin (2010). En la complejidad, se considera el proceso de aprendizaje de forma indisociable de la ontogénesis de la ontogénesis de cada ser humano, entendiendo el aprendizaje como subjetivación. Del punto de vista metodológico, se procedió a investigar a partir de la experiencia en el aula, con nueve alumnos da disciplina Epistemología de la Complejidad, de un Programa de Post-Graduación en Letras, cuyas autonarrativas fueron tratadas mediante el método cartográfico que proporcionó la evidencia de que el hablar, emocionar y conocer son tejidos juntos. Así, a partir de la meditación y del uso de koans, haicais y mandalas, las autonarrativas generadas evidenciaron la indisociabilidad de la ontogénesis y de la constitución de sí, en un contrapunto al paradigma lineal y dicotômico de la educación tradicional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autonarrativas]]></kwd>
<kwd lng="pt"><![CDATA[Cognição]]></kwd>
<kwd lng="pt"><![CDATA[Complexidade]]></kwd>
<kwd lng="pt"><![CDATA[Ontoepistemogênese]]></kwd>
<kwd lng="en"><![CDATA[Self-narratives]]></kwd>
<kwd lng="en"><![CDATA[Cognition]]></kwd>
<kwd lng="en"><![CDATA[Complexity]]></kwd>
<kwd lng="en"><![CDATA[Ontoepistemogenesis]]></kwd>
<kwd lng="es"><![CDATA[Autonarrativas]]></kwd>
<kwd lng="es"><![CDATA[Cognición]]></kwd>
<kwd lng="es"><![CDATA[Complejidad]]></kwd>
<kwd lng="es"><![CDATA[Ontoepistemogénesis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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