{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,7,30]],"date-time":"2025-07-30T15:15:01Z","timestamp":1753888501437,"version":"3.41.2"},"reference-count":66,"publisher":"FapUNIFESP (SciELO)","license":[{"start":{"date-parts":[[2022,1,1]],"date-time":"2022-01-01T00:00:00Z","timestamp":1640995200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2022,1,1]],"date-time":"2022-01-01T00:00:00Z","timestamp":1640995200000},"content-version":"am","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2022,1,1]],"date-time":"2022-01-01T00:00:00Z","timestamp":1640995200000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Educ. Pesqui."],"abstract":"<jats:p>Resumo A ideia de que a experi\u00eancia de vida pode constituir uma fonte de aprendizagem e de desenvolvimento n\u00e3o \u00e9, de todo, nova. Ali\u00e1s, as experi\u00eancias de vida quando s\u00e3o pensadas e refletidas adquirem uma dimens\u00e3o formativa. No entanto, a experi\u00eancia \u00e9, por si s\u00f3, um conceito impreciso e que comporta um conjunto diversificado de significados. Nesse contexto, qual a rela\u00e7\u00e3o entre experi\u00eancia e aprendizagem? Acresce a essa quest\u00e3o, outras consideradas, de igual modo, importantes, tais como: Qual o papel formativo das experi\u00eancias? E qual o papel da reflex\u00e3o? Essas s\u00e3o algumas das quest\u00f5es que tentaremos responder. O presente artigo, de natureza te\u00f3rica, procura refletir sobre os conceitos de aprendizagem e\/ou forma\u00e7\u00e3o experiencial e aprendizagem biogr\u00e1fica no quadro te\u00f3rico-conceptual da educa\u00e7\u00e3o e forma\u00e7\u00e3o de adultos. A partir das principais perspectivas te\u00f3ricas apresentadas e discutidas, os tr\u00eas conceitos assumem um sentido id\u00eantico referente ao papel ativo do indiv\u00edduo, assim como \u00e0 sua capacidade de refletir e, posteriormente, de atribuir sentidos e\/ou significados \u00e0s experi\u00eancias vivenciadas. Acreditamos que a relev\u00e2ncia desses conceitos te\u00f3ricos se prende, precisamente, com a possibilidade de analisar os m\u00faltiplos significados e sentidos que os indiv\u00edduos atribuem quer \u00e0s experi\u00eancias, quer \u00e0s aprendizagens adquiridas ao longo das suas vidas.<\/jats:p>","DOI":"10.1590\/s1678-4634202248241700por","type":"journal-article","created":{"date-parts":[[2022,9,27]],"date-time":"2022-09-27T21:37:27Z","timestamp":1664314647000},"source":"Crossref","is-referenced-by-count":5,"title":["Forma\u00e7\u00e3o experiencial e aprendizagem biogr\u00e1fica: refletir para atribuir sentidos \u00e0s experi\u00eancias?"],"prefix":"10.1590","volume":"48","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1160-5411","authenticated-orcid":false,"given":"Catarina","family":"Doutor","sequence":"first","affiliation":[{"name":"Universidade de Lisboa, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1764-6708","authenticated-orcid":false,"given":"Nat\u00e1lia","family":"Alves","sequence":"additional","affiliation":[{"name":"Universidade de Lisboa, Portugal"}]}],"member":"530","published-online":{"date-parts":[[2022]]},"reference":[{"key":"ref1","series-title":"The biographical approach in European adult education","first-page":"55","volume-title":"Biographical learning: theoretical outline, challenges and contradictions of a new approach in adult education","author":"ALHEIT Peter","year":"1995"},{"key":"ref2","series-title":"Contemporary theories of learning. learning theorists\u2026 in their own words","first-page":"116","volume-title":"Biographical learning \u2013 within the new lifelong learning discourse","author":"ALHEIT Peter","year":"2009"},{"issue":"5","key":"ref3","first-page":"29","article-title":"Mentality and intergenerationality as framework conditions of \u2018lifelong learning\u2019. conceptional consequences of a multigenerational study in East Germany","author":"ALHEIT Peter","year":"2016","journal-title":"Investigar em Educa\u00e7\u00e3o"},{"issue":"1","key":"ref4","doi-asserted-by":"crossref","first-page":"66","DOI":"10.1080\/02660830.1999.11661402","article-title":"On a contradictory way to the \u201clearning society\u201d: a critical approach","volume":"31","author":"ALHEIT Peter","year":"1999","journal-title":"Studies in the Education of Adults"},{"issue":"2","key":"ref5","doi-asserted-by":"crossref","first-page":"201","DOI":"10.1080\/02660830.2005.11661517","article-title":"Stories and structures: an essay on historical times, narratives and their hidden impact on adult learning","volume":"37","author":"ALHEIT Peter","year":"2005","journal-title":"Studies in the Education of Adults"},{"issue":"3","key":"ref6","doi-asserted-by":"crossref","first-page":"283","DOI":"10.1007\/BF01257782","article-title":"The \u201cbiographical question\u2019 as a challenge to adult education","volume":"40","author":"ALHEIT Peter","year":"1994","journal-title":"International Review of Education"},{"key":"ref7","series-title":"Lifelong learning inside and outside schools","first-page":"400","volume-title":"Biographicity as a basic resource of lifelong learning","volume":"2","author":"ALHEIT Peter","year":"2000"},{"issue":"1","key":"ref8","doi-asserted-by":"crossref","first-page":"177","DOI":"10.1590\/S1517-97022006000100011","article-title":"Processo de forma\u00e7\u00e3o e aprendizagens ao longo da vida","volume":"32","author":"ALHEIT Peter","year":"2006","journal-title":"Educa\u00e7\u00e3o e Pesquisa"},{"key":"ref9","series-title":"En el curso de la vida. 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