<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052018000200262</article-id>
<article-id pub-id-type="doi">10.12957/teias.2018.32787</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O MEMORIAL DE FORMAÇÃO COMO ESTRATÉGIA DE ENSINO E PESQUISA]]></article-title>
<article-title xml:lang="es"><![CDATA[EL MEMORIAL DE FORMACIÓN COMO ESTRATEGIA DE ENSEÑANZA E INVESTIGACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Ladislau Ribeiro do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[ Tocantins]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>19</volume>
<numero>53</numero>
<fpage>262</fpage>
<lpage>274</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052018000200262&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052018000200262&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052018000200262&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo parte de uma experiência em que o memorial foi pensado como estratégia de ensino e pesquisa. O trabalho contou com a participação de acadêmicos do 9º período de um curso de Psicologia ofertado em uma instituição de ensino superior (IES) privada, situada na capital do estado de São Paulo. A atividade foi projetada para estimular nos estudantes a elaboração de reflexões e análises sobre suas trajetórias pessoal, acadêmica e profissional. Produziu-se um total de 53 memoriais, posteriormente submetidos à análise de conteúdo. Os resultados indicaram o potencial deste recurso para fomentar rememorações e ressignificações de experiências vivenciadas pelos participantes em diferentes contextos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present article emerged from the author&#8217;s experience using the autobiographical essay as both a research and a teaching strategy. The study was carried out with psychology undergraduate students at a private university in São Paulo, Brazil. The autobiographical essay was designed with the aim of motivating students to analyze and reflect on their personal, academic, and professional trajectories. A total of 53 autobiographical essays were produced and later submitted to content analysis. The results indicate the potential of this procedure to foster recollections and promote the resignification of experiences lived by students in different contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente artículo surgió de la experiencia del autor mediante el memorial de formación como una parte de investigación y una estrategia de enseñanza. El estudio se llevó a cabo con estudiantes de psicología de pregrado en una universidad privada en São Paulo, Brasil. El memorial de formación fue diseñado con el objetivo de motivar a los estudiantes a analizar y reflexionar sobre sus trayectorias personales, académicas y profesionales. Un total de 53 ensayos autobiográficos fueron producidos y luego sometidos a análisis de contenido. Los resultados indican el potencial de este procedimiento para fomentar los recuerdos y promover la resignificación de las experiencias vividas por los estudiantes en diferentes contextos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Memorial de Formação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Autobiographical Register]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="es"><![CDATA[Memorial de Formación]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
</kwd-group>
</article-meta>
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