<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792021000100242</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i44.7587</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMADOR DE ADULTOS: O POTENCIAL (TRANS)FORMADOR DA BIOGRAFIA]]></article-title>
<article-title xml:lang="en"><![CDATA[ADULT EDUCATOR: THE CONTRIBUTION OF BIOGRAPHY IN TRANSFORMATIVE LEARNING]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMADOR DE ADULTOS: EL POTENCIAL (TRANS)FORMADOR DE LA BIOGRAFIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavaco]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa | UIDEF Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</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>17</volume>
<numero>44</numero>
<fpage>242</fpage>
<lpage>261</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000100242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000100242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000100242&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O texto tem como objetivo analisar o potencial formativo da narrativa autobiográfica no formador de adultos. A análise resultou de uma investigação-formação-ação, filiada na hermenêutica, realizada com formadores de adultos, na condição de estudantes de mestrado, em Portugal. A investigação enquadrada no campo científico das Ciências da Educação baseou-se em dois pressupostos teóricos estruturantes: primeiro, considera-se que a educação e a formação são processos amplos e difusos, que ocorrem em todas as idades e contextos de vida e promovem uma transformação silenciosa; segundo, reconhece-se a importância de os formadores de adultos compreenderem o seu próprio processo de formação, como forma de potenciar o poder de ação e de transformação. Os formadores de adultos elaboraram uma biografia educativa centrada no percurso profissional e no processo de formação. A elaboração da narrativa biográfica mobilizou o sujeito num processo de reflexão, de rememoração, de seleção, de análise e de (re)elaboração da sua experiência, em dinâmicas de alternância entre o individual e o coletivo, a oralidade e a escrita. A análise destas narrativas biográficas permitiu compreender o poder formativo e transformador gerado pela reflexão, pela escrita de si e pela socialização da experiência. Os formadores de adultos atribuíram sentido e apropriam-se da sua experiência profissional e do seu processo de formação, o que desencadeou a autoformação. Nesse sentido, a biografia educativa apresentou um potencial transformador capaz de restituir o poder de ação e de formação dos formadores de adultos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The text aims to analyse the contribution of biography in transformative learning in the adult educators. The analysis resulted from a research-training-action with adult educators, master students, affiliated with hermeneutics, in Portugal. The research fell within the scientific field of Educational Sciences. The research was based on two assumptions: the learning is a broad and diffuse process, which occurs at all ages and contexts of life, and promotes a silent transformation; the importance of adult educators understanding their own learning process, as a way to enhance their power of action and transformation. Adult educators developed an educational biography focused on the professional path and the learning process. The elaboration of the biography mobilized the subject in a process of reflection, remembrance, selection, analysis and (re)elaboration of this experience, in dynamics of alternation between the individual and the collective, orality and writing. The analyses of these biographical narratives allowed us to understand the learning and transforming power generated by reflection, self-writing and the socialization of experience. Adult educators attributed meaning and appropriated their professional experience and learning process, which triggered self-learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El texto tiene como objetivo analizar el potencial formativo de la narrativa autobiográfica en el formador de adultos. El análisis resultó de una investigación-formación-acción, afiliada a la hermenéutica, realizada con formadores adultos, estudiantes de máster, en Portugal. La investigación encuadrada en el campo científico de las Ciencias de la Educación se basó en dos supuestos teóricos estructurantes: primero, se considera que la educación y la formación son procesos amplios y difusos, que ocurren en todas las edades y contextos de la vida y promueven una transformación silenciosa; en segundo lugar, se reconoce la importancia de que los formadores de adultos comprendan su propio proceso de formación, como una forma de potenciar el poder de acción y transformación. Los formadores de adultos han elaborado una biografía educativa centrada en la trayectoria profesional y en lo proceso formativo. La elaboración de la narrativa biográfica movilizó al sujeto en un proceso de reflexión, recuerdo, selección, análisis y (re) elaboración de su experiencia, en dinámicas de alternancia entre lo individual y lo colectivo, la oralidad y la escritura. El análisis de estas narrativas biográficas permitió comprender el poder formativo y transformador que genera la reflexión, la auto-escritura y la socialización de la experiencia. Los formadores de adultos atribuyeron significado y se apropiaron de su experiencia profesional y du proceso de formación, lo que provocó la autoformación. En este sentido, la biografía educativa presentó un potencial transformador capaz de restaurar la capacidad de acción y formación de los educadores de adultos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formadores de adultos]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Narrativa autobiográfica]]></kwd>
<kwd lng="en"><![CDATA[Adult Educators]]></kwd>
<kwd lng="en"><![CDATA[Transformative learning]]></kwd>
<kwd lng="en"><![CDATA[Educational biography]]></kwd>
<kwd lng="es"><![CDATA[Formador de adultos]]></kwd>
<kwd lng="es"><![CDATA[Formación]]></kwd>
<kwd lng="es"><![CDATA[Narrativa autobiográfica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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