<?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>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educação e Filosofia]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2022000200659</article-id>
<article-id pub-id-type="doi">10.14393/revedfil.v36n77a2022-64147</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Narrativa e formação humana: uma abordagem a partir do pensamento de Paul Ric&#339;ur]]></article-title>
<article-title xml:lang="en"><![CDATA[Narrative and human formation: an approach from Paul Ric&#339;ur&#8217;s thought]]></article-title>
<article-title xml:lang="fr"><![CDATA[Narration et formation humaine : une approche à partir de la pensée de Paul Ric&#339;ur]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bregalda]]></surname>
<given-names><![CDATA[Regiano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto de Teologia e Pastoral  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<volume>36</volume>
<numero>77</numero>
<fpage>659</fpage>
<lpage>684</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2022000200659&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2022000200659&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2022000200659&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo aborda a compreensão de formação humana na perspectiva da narrativa em Paul Ric&#339;ur, partindo da obra O si mesmo como outro. Parte-se da compreensão de que a narrativa não se esgota em seu enredo linguístico, mas, por facultar a elaboração das experiências, ela promove a atribuição de sentido e a significação da existência, sendo constituidora do sujeito. A pergunta que orienta este estudo é: em que medida a narrativa possibilita pensar uma noção alargada de sujeito, capaz de o auxiliar a fazer a leitura de suas experiências e do mundo? Nossa hipótese é de que no vínculo entre experiência e narrativa - que se dá no e pelo diálogo - é que os sentidos são atribuídos, o qual oportuniza alargar as compreensões e significações de si mesmo, do outro e do mundo, permitindo postular uma noção alargada de formação humana. Para dar conta desse ensejo, dividimos este estudo em três seções, buscando primeiramente encontrar, na ideia de narrativa, aspectos que possibilitam compreender a constituição do sujeito. Na segunda seção, evidenciamos a perspectiva formativa da narrativa enquanto autoformação. E, em um terceiro momento, perscrutamos alguns traços da narrativa que possibilitam pensar a formação do sujeito renovada e alargada, capaz de ser luz aos desafios contemporâneos de uma sociedade complexa e plural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article approaches the understanding of human formation from the perspective of narrative in Paul Ric&#339;ur&#8217;s work Oneself as another. It is based on the understanding that the narrative is not limited by its linguistic plot, but, because it allows the elaboration of experiences, the narrative provides the attribution of meaning and the significance of existence, being constitutive of the subject. The question that guides this study is: to what extent does narrative make it possible to think about an enlarged notion of subject, capable of contributing to the reading of one&#8217;s experiences and of the world? Our hypothesis is based on the bond between experience and narrative - which occurs in and through dialogue - is that meanings are attributed, which provides the opportunity to enlarge understandings and significations of oneself, of the other, and of the world, allowing the postulation of an enlarged notion of human formation. To accomplish this purpose, we divided this study into three sections, searching firstly to find in the idea of narrative, aspects that enable to understand the constitution of the subject. In the second section, we emphasize the formative perspective of narrative as self-formation. And, in a third moment, we analyze some traces of the narrative that permit the thinking of a renewed and enlarged subject formation perspective, capable of being light to the contemporary challenges of a complex and plural society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article porte sur la compréhension de la formation humaine du point de vue de la narration dans l&#8217;&#339;uvre de Paul Ric&#339;ur, Soi-même comme un autre. Cette approche vise à comprendre que le récit ne s&#8217;épuise pas uniquement dans sa trame linguistique, mais qu&#8217;en permettant l&#8217;élaboration d&#8217;expériences, il favorise l&#8217;attribution de sens et de signification à l&#8217;existence, étant constitutif du sujet. La question qui guidera cette étude est la suivante : dans quelle mesure le récit permet-il de penser une notion élargie du sujet, capable de lui permettre de lire ses expériences et le monde ? Notre hypothèse est que dans le lien entre l&#8217;expérience et le récit - qui se produit dans et par le dialogue - que les sens sont attribués, ce qui offre la possibilité d&#8217;élargir les compréhensions et les significations de soi-même, de l&#8217;autre et du monde, permettant ainsi de postuler une notion large de la formation humaine. Afin de rendre compte de cette aspiration, nous avons divisé cette étude en trois sections, en cherchant d&#8217;abord à trouver dans l&#8217;idée de récit, des aspects qui permettent de comprendre la constitution du sujet. Dans la deuxième section, nous soulignons la perspective formative de la narration en tant qu&#8217;auto-formation. Et, dans un troisième temps, nous chercherons à scruter certains traits du récit qui nous permettent de penser à la formation d&#8217;un sujet renouvelé et élargi, capable de faire face aux défis contemporains d&#8217;une société complexe et plurielle.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Narrativa]]></kwd>
<kwd lng="pt"><![CDATA[Experiência]]></kwd>
<kwd lng="pt"><![CDATA[Paul Ric&#339;ur]]></kwd>
<kwd lng="pt"><![CDATA[Formação humana]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Narrative]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Paul Ric&#339;ur]]></kwd>
<kwd lng="en"><![CDATA[Human Formation]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="fr"><![CDATA[Récit]]></kwd>
<kwd lng="fr"><![CDATA[Expérience]]></kwd>
<kwd lng="fr"><![CDATA[Paul Ric&#339;ur]]></kwd>
<kwd lng="fr"><![CDATA[Formation humaine]]></kwd>
<kwd lng="fr"><![CDATA[Éducation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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