<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312021000100114</article-id>
<article-id pub-id-type="doi">10.26512/lc.v27.2021.35444</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metacognição e Ensino Superior: o estado do conhecimento de 2016 a 2020]]></article-title>
<article-title xml:lang="es"><![CDATA[Metacognición y educación superior: el estado del conocimiento de 2016 a 2020]]></article-title>
<article-title xml:lang="en"><![CDATA[Metacognition and higher education: the state of Knowledge from 2016 to 2020]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Labatut Portilho]]></surname>
<given-names><![CDATA[Evelise Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa Brojato]]></surname>
<given-names><![CDATA[Henrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312021000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312021000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312021000100114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Objetivamos compreender de que forma a metacognição é abordada em pesquisas sobre o ensino superior no período de 2016 a 2020. Foram categorizados 306 resumos de publicações na plataforma ERIC e 17 no Catálogo de Teses e Dissertações CAPES. O tipo de publicação mais utilizada foi artigo; o país que mais produziu sobre o tema foram os Estados Unidos; o ano com maior número de publicações foi 2019; foram identificadas 6 categorias, onde &#8220;Metacognição como suporte para ensino e aprendizagem&#8221; obteve o maior número de estudos (38%). Consideramos que a metacognição possui grande relevância em estudos sobre ensino superior e a importância de estudos de tipo estado do conhecimento com esse enfoque.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Nuestro objetivo es comprender cómo se aborda la metacognición en la investigación sobre educación superior en el período de 2016 a 2020. Se categorizaron 306 resúmenes de publicaciones en la plataforma ERIC y 17 en el Catálogo de Tesis y Disertaciones de CAPES. El tipo de publicación más utilizado fue el artículo; el país que más produjo sobre el tema fue Estados Unidos; el año con mayor número de publicaciones fue 2019; se identificaron 6 categorías, donde "La metacognición como apoyo a la enseñanza y el aprendizaje" obtuvo el mayor número de estudios (38%). Consideramos que la metacognición tiene gran relevancia en los estudios sobre educación superior y la importancia de estudios de tipo estado del conocimiento con este enfoque.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We aim to understand how metacognition is addressed in research on higher education in the period from 2016 to 2020. 306 abstracts of publications on the ERIC platform and 17 in the CAPES Thesis and Dissertations Catalog were categorized. The most used type of publication was an article; the country that produced the most on the subject was the United States; the year with the largest number of publications was 2019; 6 categories were identified, where "Metacognition as a support for teaching and learning" obtained the largest number of studies (38%). We believe that metacognition has great relevance in studies on higher education and the importance of state of knowledge studies with this focus.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metacognição]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Estado do Conhecimento]]></kwd>
<kwd lng="es"><![CDATA[Metacognición]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Estado del conocimiento]]></kwd>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
<kwd lng="en"><![CDATA[University education]]></kwd>
<kwd lng="en"><![CDATA[State of knowledge]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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