<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822021000200205</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2021.2.33428</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Andragogia: desenvolvimento pessoal e a aprendizagem do adulto]]></article-title>
<article-title xml:lang="en"><![CDATA[Andraggy: personal development and adult learning]]></article-title>
<article-title xml:lang="es"><![CDATA[Andragogia: desarrollo personal y el aprendizaje del adulto]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soek]]></surname>
<given-names><![CDATA[Ana Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haracemiv]]></surname>
<given-names><![CDATA[Sonia Maria Chaves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2021</year>
</pub-date>
<volume>44</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822021000200205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822021000200205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822021000200205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Compreender o processo de desenvolvimento pessoal e de aprendizagens ao longo da vida, pela ótica de como o aprendiz adulto aprende e se desenvolve, é objetivo primordial deste trabalho. Outra questão é situar aspectos do desenvolvimento pessoal, problematizando a sua importância para compreender a pessoalidade, individualidade face ao coletivo e aspectos sociais e de identidades. Nesse âmbito, destaca-se a análise em pelo menos três óticas relacionadas à educação de adultos na atualidade: lógica humanista, no sentido de desenvolvimento integral da pessoa humana; lógica laboral, do homem como sujeito construtor de si mesmo e transformador da realidade pela ação do trabalho; lógica do bem estar social, abordagem da psicologia positiva e a concomitante construção pessoal e de participação social, em que os adultos colaboram no desenvolvimento de uma sociedade melhor para todas as idades. Sublinha-se, igualmente, a necessidade de novos olhares, a fim de contribuir para os fundamentos de um futuro paradigma de educação de adultos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Understanding the process of personal development and lifelong learning from the perspective of how the adult learner learns and develops is the primary goal of this approach. Another issue is to situate aspects of personal development, the importance of understanding personality, individuality vis-a-vis the collective, and social and identity aspects is problematized. In this context, an analysis of at least three perspectives related to adult education today is highlighted: humanistic logic, in the sense of integral development of the human person; labor logic, man as a constructor subject of himself and transformer of reality by the work action and the logic of social welfare, the approach to positive psychology and concomitant personal construction, and social participation, in which adults collaborate in the development of a better society for all ages. There is also a need for new looks in order to contribute to the foundations of a future paradigm of adult education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Comprender el proceso de desarrollo personal y de aprendizajes a lo largo de la vida, por la óptica de cómo el aprendiz adulto aprende y se desarrolla es objetivo primordial de ese abordaje. Otra cuestión es situar aspectos del desarrollo personal problematiza su importancia para comprender la personalidad, individualidad frente al colectivo y aspectos sociales y de identidades. En este contexto, se destaca un análisis de al menos tres perspectivas relacionadas con la educación de adultos en la actualidad: lógica humanista, en el sentido de desarrollo integral de la persona humana; lógica laboral, del hombre como sujeto constructor de sí mismo y transformador de la realidad por la acción del trabajo y la lógica del bienestar social, el enfoque de la psicología positiva y la concomitante construcción personal, y de participación social, en la que los adultos colaboran en el desarrollo de una sociedad mejor para todas las edades. Se subraya también la necesidad de nuevas miradas, a fin de contribuir a los fundamentos de un futuro paradigma de educación de adultos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação de adultos, andragogia]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento pessoal]]></kwd>
<kwd lng="en"><![CDATA[adult education, andragogy]]></kwd>
<kwd lng="en"><![CDATA[personal development]]></kwd>
<kwd lng="es"><![CDATA[educación de adultos, andragogía]]></kwd>
<kwd lng="es"><![CDATA[desarrollo personal]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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