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                    [id_jnl] => 81
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    [1] => stdClass Object
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            [section] => stdClass Object
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                    [section] => 372
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                    [0] => HOLISTIC FORMATION IN MILITARY TEACHING: A PHENOMENOLOGICAL APPROACH@en
                    [1] => Formação integral no ensino militar: uma leitura fenomenológica@pt
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                    [0] => This article critically analyzes military education planning in light of the phenomenology of Husserl, Merleau-Ponty, and Heidegger, articulating the dimensions of corporeality, intercorporeality, and lived temporality. Based on documentary analysis (PCA 11-405/2024) and dialogue with recent ethnographies (Magalhães, 2023; Castro, 2001), it is evident that military training, commonly reduced to technical and normative-functional logic, produces decisive existential meanings through the experience lived in rituals, daily practices, and affective relationships of everyday military life. We propose broadening the pedagogical-military horizon through sensitive listening to lived experiences, suggesting innovative assessment protocols and practices that value the subjective accounts and existential trajectories of cadets. The text contributes to a more reflective, sensitive, and ethical military pedagogy, aligned with the contemporary challenges of comprehensive training@en
                    [1] => O artigo analisa criticamente o planejamento do ensino militar à luz da fenomenologia de Husserl, Merleau-Ponty e Heidegger, articulando as dimensões da corporeidade, intercorporeidade e temporalidade vivida. A partir de análise documental (PCA 11-405/2024) e do diálogo com etnografias recentes (Magalhães, 2023; Castro, 2001), evidencia-se que a formação militar, comumente reduzida à lógica técnica e normativo-funcional, produz sentidos existenciais decisivos por meio da experiência vivida nos rituais, práticas cotidianas e relações afetivas do cotidiano castrense. Propõe-se um alargamento do horizonte pedagógico-militar por meio da escuta sensível do vivido, sugerindo protocolos e práticas avaliativas inovadoras que valorizam o relato subjetivo e a trajetória existencial dos cadetes. O texto contribui para uma pedagogia militar mais reflexiva, sensível e ética, alinhada aos desafios contemporâneos da formação integral.@pt
                )

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    [4] => stdClass Object
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            [author] => Array
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                    [0] => Livia Aparecida de Almeida e Sousa
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    [6] => stdClass Object
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            [source] => stdClass Object
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                    [vol] => 10
                    [nr] => especial
                    [year] => 2025
                    [theme] => 
                )

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            [datePub] => Array
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                    [0] => 2026-01-10
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                                    [0] => https://revistas.ufrj.br/index.php/policromias/article/view/71802
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                                    [0] => https://revistas.ufrj.br/index.php/policromias/article/view/71802/46153
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                    [0] => pt
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                    [0] => Copr
                    [1] => by-nc/4.0
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