<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302022000100413</article-id>
<article-id pub-id-type="doi">10.14393/er-v29a2022-39</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Empatia no contexto educacional: relatos de estudantes jovens e adultos]]></article-title>
<article-title xml:lang="es"><![CDATA[La empatía en el contexto educativo: relatos de estudiantes jóvenes y adultos]]></article-title>
<article-title xml:lang="en"><![CDATA[Empathy in the educational context: reports from young adult and adult students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carmo]]></surname>
<given-names><![CDATA[Gerson Tavares do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Rozana Quintanilha Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Norte Fluminense  ]]></institution>
<addr-line><![CDATA[Campos dos Goytacazes RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Norte Fluminense  ]]></institution>
<addr-line><![CDATA[Campos dos Goytacazes RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302022000100413&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302022000100413&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302022000100413&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo discorre sobre a importância de valorizar a empatia no contexto educacional e, particularmente, na Educação de Jovens e Adultos. Como objetivo, pretende-se investigar como a empatia ou a falta dela na relação professor-aluno pode interferir no processo de ensino e aprendizagem. Para tanto, aplicou-se um questionário a uma turma de estudantes jovens e adultos de um campus do Instituto Federal Fluminense, que foi elaborado com base na teoria de Carl Rogers sobre o construto multidimensional da empatia, no qual inclui três componentes: cognitivo, afetivo e comportamental. Os dados obtidos revelam que, em meio a um ambiente não propício à empatia, os alunos buscam, por iniciativa própria, estratégias para criar relações empáticas com os professores para continuarem vinculados à escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo discurre sobre la importancia de valorar la empatía en el contexto educativo y, en particular, en la Educación de Jóvenes y Adultos. Como objetivo, se pretende investigar cómo la empatía o la falta de ella en la relación profesor-alumno puede interferir en el proceso de enseñanza y aprendizaje. Por tanto, se aplicó un cuestionario a un grupo de estudiantes de jóvenes y adultos de un campus del Instituto Federal Fluminense, el cual fue elaborado a partir de la teoría de Carl Rogers sobre el constructo multidimensional de la empatía, que incluye tres componentes: cognitivo, afectivo y conductual. Los datos obtenidos revelan que, en un entorno poco propicio para la empatía, los estudiantes buscan, por iniciativa propia, estrategias para crear relaciones empáticas con los profesores para mantenerse vinculados a la escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article discusses the importance of valuing empathy in the educational context, particularly in Youth and Adult Education. It seeks to investigate how empathy, or the lack of it in the teacher-student relationship, can interfere in the teaching and learning process. Therefore, a questionnaire was applied to a class of young and adult students at the Federal Fluminense Institute. The questionnaire was created based on Carl Rogers' theory of the multidimensional construct of empathy, which includes three components: cognitive, affective, and behavioral. The data obtained reveal that in an environment that is not conducive to empathy, students seek, through their own initiatives, strategies to create empathic relationships with teachers in order to remain in the school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Empatia]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Jovens e Adultos]]></kwd>
<kwd lng="pt"><![CDATA[Relação professor-aluno]]></kwd>
<kwd lng="pt"><![CDATA[Processo de ensino e aprendizagem]]></kwd>
<kwd lng="es"><![CDATA[Empatía]]></kwd>
<kwd lng="es"><![CDATA[Educación de jóvenes y adultos]]></kwd>
<kwd lng="es"><![CDATA[Relación profesor-alumno]]></kwd>
<kwd lng="es"><![CDATA[Proceso de enseñanza y aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Empathy]]></kwd>
<kwd lng="en"><![CDATA[Youth and Adult Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher-student relationship]]></kwd>
<kwd lng="en"><![CDATA[Teaching and learning process]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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