<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762024000100267</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2024v22e61718</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Autorregulação da aprendizagem: construção do projeto de vida e escolha profissional de estudantes do 9° ano do Ensino Fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-regulation of learning: development of a life project and career choice of students in the 9th grade of Elementary School]]></article-title>
<article-title xml:lang="es"><![CDATA[Autorregulación del aprendizaje: construcción del proyecto de vida y elección profesional de los estudiantes del 9º año de la Enseñanza Fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pranke]]></surname>
<given-names><![CDATA[Amanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boruchovitch]]></surname>
<given-names><![CDATA[Evely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762024000100267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762024000100267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762024000100267&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo teve por objetivo investigar se uma prática interventiva, fundamentada na autorregulação da aprendizagem, pode contribuir para a construção do projeto de vida e escolha profissional de estudantes do 9º ano do Ensino Fundamental de uma escola pública estadual do Sul do Brasil. Participou da pesquisa uma turma de 23 alunos. Os dados, decorrentes de instrumentos aplicados no início e no final da intervenção, mostraram seus efeitos positivos. Os participantes aumentaram o seu autoconhecimento, identificando e fazendo reflexões mais profundas acerca dos seus pontos fortes e fracos. Eles desenvolveram também motivação mais autônoma, reconhecendo a necessidade do estudo e da dedicação para o alcance de seus objetivos profissionais, além de revelarem maior clareza quanto ao projeto de vida e ao ambiente de trabalho que desejam estar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aimed to investigate whether an interventional practice, based on the self-regulation of learning, can contribute to the development of a life project and career choice of students in the 9th grade of Elementary School at a state public school in Southern Brazil. A group of 23 students participated in the research. The data, resulting from instruments applied at the beginning and end of the intervention, showed its positive effects. The participants increased their self-awareness, identifying and making deeper reflections about their strengths and weaknesses. They also developed more autonomous motivation, recognizing the need for study and dedication to achieve their professional goals, in addition to revealing greater clarity regarding the life project and the work environment they want to be in.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tuvo como objetivo investigar si una práctica intervencionista, basada en la autorregulación del aprendizaje, puede contribuir a la construcción del proyecto de vida y elección profesional de los alumnos del 9º año de la Enseñanza Fundamental de una escuela pública estatal del sur de Brasil. Un grupo de 23 estudiantes participó en la investigación. Los datos, resultantes de los instrumentos aplicados al inicio y al final de la intervención, muestran sus efectos positivos. Los participantes aumentaron su autoconciencia, identificando y profundizando sus reflexiones sobre sus fortalezas y debilidades como estudiantes. También desarrollaron una motivación más autónoma, reconociendo la necesidad de estudio y dedicación para el logro de sus objetivos profesionales, además de revelar una mayor claridad en cuanto al proyecto de vida y el ambiente laboral en el que quieren estar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[autoconhecimento]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[escolha profissional]]></kwd>
<kwd lng="en"><![CDATA[self-knowledge]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[career choice]]></kwd>
<kwd lng="es"><![CDATA[conocimiento de sí mismo]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[elección profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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