<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442021000100402</article-id>
<article-id pub-id-type="doi">10.5902/1984644461311</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A complementaridade entre educação (formal, não formal e informal) e (auto, hetero e eco) formação: uma discussão a partir de autobiografias]]></article-title>
<article-title xml:lang="es"><![CDATA[La complementariedad entre educación (formal, no-formal e informal) e (auto, hetero y eco) formación: una discusión basada en autobiografías]]></article-title>
<article-title xml:lang="en"><![CDATA[The complementarity between education (formal non-formal and informal) and (self, hetero and eco) development: a discussion based on autobiographies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faria-Fortecoëf]]></surname>
<given-names><![CDATA[Clarisse]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Paris 8 laboratoire Experice ]]></institution>
<addr-line><![CDATA[Paris ]]></addr-line>
<country>France</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442021000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442021000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442021000100402&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este texto inscreve-se no debate sobre o valor da experiência e das aprendizagens que desta decorrem, tendo como campo teórico a educação de adultos. Nele discute-se a articulação entre as modalidades de educação formal, não formal e informal. Esta relação torna-se coerente nas biografias de sujeitos inscritas em contextos históricos específicos. Esta articulação relaciona-se com a necessária ligação entre a auto, hetero e ecoformação, quando se discutem aprendizagens desenvolvidas. Depois de uma discussão de caráter teórico, são analisadas duas autobiografias que se inscrevem no contexto da emigração portuguesa em França, nas quais os sujeitos relatam momentos-chave de educação e formação. Este debate permite responder à questão: como é que a educação formal, não formal e informal, assim como a auto, a hetero e a ecoformação se traduzem em aprendizagens? A análise de conteúdo é a técnica de discussão de dados usada. A interpretação dos dados coletados enfatiza a circunstância de a educação e a formação, resultantes de dinâmicas individuais e coletivas, permitirem desenvolver aprendizagens que enfatizam saber aprender, saber compreender e saber projetar-se.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este texto forma parte del debate sobre el valor de la experiencia y los aprendizajes que se derivan de ella en el ámbito de la educación de adultos. En este artículo se defiende la articulación entre las modalidades de educación formal, no-formal e informal, en una relación que es coherente en biografías de sujetos marcadas en contextos históricos específicos. Este texto relaciona esta articulación con la necesaria ligazón entre el auto, hetero y eco formación cuando se discuten los aprendizajes desarrollados. Después de una discusión de carácter teórico se analiza dos autobiografías que se inscriben en el contexto de la emigración portuguesa en Francia, en las cuales los sujetos cuentan momentos-clave de educación y formación. Este debate permite contestar a la pregunta: ¿cómo es que educación formal, no formal e informal y el auto, hetero y eco formación se traducen en aprendizajes? El análisis de contenido destaca la circunstancia de la educación y la formación que resultan de dinámicas individuales y colectivas permiten desarrollar conocimientos que enfatizan saber aprender, saber comprender y saber proyectarse.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This text aims at contributing to the debate of the value of experience for learning within the field of adult education. In this article it is argued the complementarity among formal, non-formal and informal education in a relation that is coherent in the biographies of subjects living in specific historical contexts. This relation involves a needed articulation among self, hetero and ecodevelopment when learning is developed. After a theoretical discussion, two biographical narratives of subjects that were Portuguese emigrants in France and that focus on key-moments of education and learning are discussed. This debate is directed at answering to the research question: how formal, non-formal and informal education as well as self, hetero and ecodevelopment are translated into learning? Content analysis was the data discussion technique used. Data interpretation emphasises the fact that (formal, non-formal and informal) education and (self, hetero and eco) development are outcomes of individual and collective dynamics and allow the development of different kinds of knowledge: how to learn, how to understand and how to project oneself.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[formação]]></kwd>
<kwd lng="pt"><![CDATA[autobiografia]]></kwd>
<kwd lng="pt"><![CDATA[iniciativa individual]]></kwd>
<kwd lng="pt"><![CDATA[educação de adultos]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[formación]]></kwd>
<kwd lng="es"><![CDATA[autobiografías]]></kwd>
<kwd lng="es"><![CDATA[iniciativa individual]]></kwd>
<kwd lng="es"><![CDATA[educación de adultos]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[learning: biographical narratives]]></kwd>
<kwd lng="en"><![CDATA[individual initiative]]></kwd>
<kwd lng="en"><![CDATA[adult education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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