<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2021000401967</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.071.ao06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cognição como atividade humana criadora em vivências de estudantes de pedagogia]]></article-title>
<article-title xml:lang="en"><![CDATA[Cognition as a human creative activity in pedagogy students&#8217; experiences]]></article-title>
<article-title xml:lang="es"><![CDATA[La cognición como actividad humana creativa en las experiencias de los estudiantes de pedagogía]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Maria de Fátima Cardoso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Vanessa Ferraz Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Luciana Prazeres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Minas Gerais MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Minas Gerais MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Minas Gerais MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>71</numero>
<fpage>1967</fpage>
<lpage>1988</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000401967&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000401967&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000401967&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo discutimos diferentes trajetórias escolares por meio de Estudos de Casos de três estudantes de uma turma de Psicologia da Educação, do Curso de Pedagogia da Universidade Federal de Minas Gerais e seus familiares. As estudantes e seus familiares relataram vivências (perejivânia) tensas e dolorosas nessas trajetórias. Tais vivências nos impulsionaram a perguntar: Como pensar a cognição como uma atividade humana criadora? Como relacionar a cognição com as práticas sociais em que ela é gestada? No contexto das salas de aulas daquela universidade, os letramentos acadêmicos foram ressaltados nos discursos das estudantes e pudemos conhecer a força do afeto constituindo e sendo constituído pela cognição social situada, pela força das culturas e das linguagens em uso. Argumentamos que esses conceitos estão intimamente relacionados nas vivências relatadas, em alguns momentos um ou outro se torna mais saliente, porém estão sempre em diálogo, constituindo as pessoas. O diálogo entre teoria e empiria levou-nos à compreensão da indissociabilidade entre afeto, cognição, culturas e linguagens e, consequentemente, à proposição de uma síntese: a unidade de análise [afeto/cognição social situada/culturas/linguagens em uso] - ACCL - com base na Psicologia Histórico-cultural, que defende a unidade afeto/cognição, e na Etnografia em Educação, que argumenta que culturas e linguagens em uso são inseparáveis. A unidade ACCL permitiu-nos olhar para as pessoas, humanizando suas trajetórias escolares, bem como possibilitou-nos não as estigmatizar ou rotulá-las como deficientes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, we discuss different schooling trajectories through Case Studies of three students from a Psychology of Education class of the Pedagogy Course at Federal University of Minas Gerais and their families. The students and their families reported tense and painful living experiences (perezhivania) in these trajectories. Such living experiences led us to ask: How to think of cognition as a creative human activity? How to relate cognition to the social practices in which it is generated? In the context of the classrooms of that university, academic literacies were highlighted in the students&#8217; discourses and we were able to acknowledge the strength of affection constituting and being constituted by socially situated cognition, by cultures and by languages in use. We argue that these concepts are closely related in the reported living experiences, at times one or the other becomes more salient, but they are always in dialogue, constituting people. The dialogue between theory and the interviews led us to understand the inseparability between affect, cognition, cultures and languages and, consequently, to propose a synthesis: the unit of analysis [affection/social situated cognition/cultures/languages in use] - ACCL - based on Cultural-Historical Psychology, which proposes the affect/cognition unit, and Ethnography in Education, which argues that cultures and languages in use are inseparable. The ACCL unit allowed us to look at people, humanizing their schooling trajectories, as well as allowing us not to stigmatize them or label them as disabled.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En ese artículo nos proponemos discutir diferentes trayectorias escolares por medio del Estudio de Casos de tres estudiantes de un grupo de Psicología de Educación del curso de Pedagogía de la Universidad Federal de Minas Gerais y sus familiares. Las estudiantes presentaron vivencias tensas y dolorosas entres sus familiares con mayor o menor trayectoria escolar. Tales vivencias nos impulsaron a preguntar: ¿Cómo pensar la cognición como una actividad humana creadora? ¿Cómo relacionar la cognición con las prácticas sociales en que ella es gestada? El diálogo entre lo teórico y lo empírico nos llevó a la comprensión de la indisociabilidad entre [afecto, cognición social situada, culturas y lenguajes en uso] y, consecuentemente, a la proposición de una síntesis, de algo nuevo, la unidad de análisis (ACCL) con base en la Psicología Histórico-cultural que defiende la unidad afecto/cognición y en la Etnografía en educación que argumenta acerca de la indisociabilidad entre culturas y lenguajes en uso. En el contexto de las salas de aula de aquella universidad, las literacidades académicas resaltaron en sus discursos y pudimos conocer la fuerza del afecto constituyendo y siendo constituido por la cognición social situada, por las fuerzas de las culturas y de los lenguajes en uso. Pudimos percibir que un concepto no funciona sin el otro, en algunos momentos unos se torna más sobresaliente en las vivencias de las personas, sin embargo, están siempre en diálogo, constituyéndolas. La unidad ACCL nos permitió mirar a las personas, humanizando sus trayectorias escolares, así como nos posibilito no estigmatizarlas o rotularlas como deficientes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Vivências]]></kwd>
<kwd lng="pt"><![CDATA[Cognição social situada]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia histórico-cultural]]></kwd>
<kwd lng="en"><![CDATA[Experiences]]></kwd>
<kwd lng="en"><![CDATA[Social situated cognition]]></kwd>
<kwd lng="en"><![CDATA[Cultural-historical psychology]]></kwd>
<kwd lng="es"><![CDATA[Vivencias]]></kwd>
<kwd lng="es"><![CDATA[Cognición social situada]]></kwd>
<kwd lng="es"><![CDATA[Psicología histórico-cultural]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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