<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2022000402023</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.075.ao10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estratégias de aprendizagem empregadas por professores da educação básica em exercício]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning strategies employed by basic education teachers in practice]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PIANCA]]></surname>
<given-names><![CDATA[HUMBERTO JOSÉ CARDOSO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALLIPRANDINI]]></surname>
<given-names><![CDATA[PAULA MARIZA ZEDU]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina Secretaria de Estado da Educação do Paraná ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>75</numero>
<fpage>2023</fpage>
<lpage>2051</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000402023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000402023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000402023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O uso de estratégias de aprendizagem tem sido proposto como um fator de proteção ao sucesso acadêmico, contribuindo para a aprendizagem autorregulada. O objetivo deste estudo foi analisar a frequência do uso das estratégias de aprendizagem de professores em exercício. Participaram do estudo 610 professores, com idade entre 22 e 71 anos. Foi utilizada como instrumento de medida a Escala de Avaliação de Estratégias de Aprendizagem - EEA, constituída por 35 itens de estratégias de aprendizagem, subdivididos em 3 fatores. As análises evidenciaram que os participantes relataram utilizar as estratégias de Autorregulação Cognitiva e Metacognitiva e as de Autorregulação dos Recursos Internos e Contextuais com maior frequência em relação ao uso das estratégias de Autorregulação Social. Não foi verificada diferença significativa em função do sexo. Além disso, observou-se uma tendência de que, quanto maior a idade e o tempo de experiência na ação docente, mais estratégico é o professor, segundo relatado na EEA-U, para os fatores de Autorregulação Cognitiva e Metacognitiva e de Autorregulação dos Recursos Internos e Contextuais. Nossos achados indicam a necessidade de fomentar as políticas de formação inicial e continuada de professores em relação ao incentivo do uso de estratégias de aprendizagem em virtude dos seus benefícios para ensinar e aprender.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The use of learning strategies has been proposed as a protective factor for academic success, contributing to the self-regulated learning. The study aimed at analyzing the frequency of learning strategies employment by in-service teachers. Participated, in the study 610 teachers, aged between 22 and 71 year. The Learning Strategies Assessment Scale - EEA-U was adopted as a measuring tool, consisting of 35 items of learning strategies, subdivided into three factors. The results showed that participants teachers use the Cognitive and Metacognitive self-regulation strategies and Internal and contextual resource of self-regulation Strategies more frequently in relation to the use of social self-regulation strategies. There was no significant difference between males and females, but it was identified a tendency of the female participants to use more Cognitive and Metacognitive Self-Regulation strategies and Internal and contextual resource of self-regulation Strategies than male participants. In addition, it was observed a tendency that the higher the age and length of experience in teaching activities more strategic is the teacher regarding Cognitive and Metacognitive self-regulation factors and of Internal and contextual resource of self-regulation factors.Our finding indicates the need to foster initial and continuing training policies for teachers in relation to encouraging the use of deep processing of learning strategies of information, due to its benefits for teaching and learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se ha propuesto el uso de estrategias de aprendizaje como factor protector del éxito académico, contribuyendo al aprendizaje autorregulado. El objetivo de este estudio fue analizar la frecuencia de uso de estrategias de aprendizaje por parte de los profesores en la práctica. En el estudio participaron 610 profesores, con edades comprendidas entre 22 y 71 años. Se utilizó la Escala de Evaluación de Estrategias de Aprendizaje - EEA como instrumento de medición, que consta de 35 ítems de estrategias de aprendizaje, subdivididos en 3 factores. Los análisis mostraron que los participantes relataron utilizar las estrategias de Autorregulación Cognitiva y Metacognitiva y las de Autorregulación de Recursos Internos y Contextuales con mayor frecuencia en relación al uso de estrategias de Autorregulación Social. No hubo diferencia significativa según el sexo. Además, hubo una tendencia a que, cuanto mayor es la edad y el tiempo de experiencia en la docencia, más estratégico es el docente, según informa la EEA-U, para los factores de Autorregulación Cognitiva y Metacognitiva y Autorregulación de Recursos. Interno y contextual. Nuestros hallazgos indican la necesidad de impulsar políticas de formación docente inicial y continua en relación con el fomento del uso de estrategias de aprendizaje por sus beneficios para la enseñanza y el aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estratégias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Processamento da Informação]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica.]]></kwd>
<kwd lng="en"><![CDATA[Learning Strategies]]></kwd>
<kwd lng="en"><![CDATA[Information Processes]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Procesamiento de información]]></kwd>
<kwd lng="es"><![CDATA[Maestros]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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