<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062025000200111</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v35.n.70.s18754</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Autorregulação da aprendizagem: pesquisas com intervenção nas séries iniciais do ensino fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-regulation of learning: research with intervention in the initial grades of elementary school]]></article-title>
<article-title xml:lang="es"><![CDATA[Autorregulación del aprendizaje: investigación de intervención en los grados iniciales de la escuela primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tortella]]></surname>
<given-names><![CDATA[Jussara Cristina Barboza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Neide de Brito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Pontifícia Universidade Católica de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Centro Estadual de Educação Tecnológica Paula Souza  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>35</volume>
<numero>70</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062025000200111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062025000200111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062025000200111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Trata-se de uma pesquisa bibliográfica com o objetivo de mapear os resultados de estudos de intervenção com o uso do livro paradidático &#8220;As Travessuras do Amarelo&#8221; e fundamentados na Teoria Social Cognitiva. O levantamento foi realizado nas bases de dados Portal de Periódicos da Capes, Banco Digital de Teses e Dissertações (BDTD) e Google Acadêmico, com foco nas séries iniciais do ensino fundamental. A partir da leitura dos materiais selecionados, buscou-se identificar padrões dentre os resultados, seguindo fases apontadas por Braun e Clark (2006) no processo de análise temática. Foram encontradas 7 dissertações e teses e 7 artigos que utilizaram efetivamente o material como recurso para intervenção, nos quais o público-alvo foi majoritariamente de alunos do 5º ano. Pela descrição dos trabalhos foi possível verificar as contribuições que esse livro proporcionou para a promoção da autorregulação da aprendizagem em diferentes contextos, como ferramenta didática. As intervenções possibilitaram, por meio da reflexão dos trechos da narrativa, que os alunos construíssem suas próprias interpretações e utilizassem as estratégias aprendidas nas diferentes situações de sala de aula e na vida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This is a bibliographical research that aims to mapping the results of intervention studies using the textbook &#8220;As Travessuras do Amarelo&#8221; and based on the Social Cognitive Theory. The survey was carried out in the Portal de Periódicos da Capes, Banco Digital de Teses e Dissertações (BDTD) and Google Acadêmico, focusing on the initial grades of elementary school. From the reading of the selected materials, we sought to identify and demonstrate patterns among the results, following phases pointed out by Braun and Clark (2006) in the thematic analysis process. Seven dissertations and theses and seven articles that effectively used the material as a resource for intervention were found, in which the target audience was mostly 5th grade students. Through the description of the works, it was possible to verify the contributions that this book provided to the promotion of self-regulation of learning in different contexts as teaching toll. The interventions allowed, through reflection on excerpts from the narrative, for students to construct their own interpretations and use the strategies learned in different classroom situations and in life.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación bibliográfica tiene como objetivo mapear los resultados de estudios de intervención utilizando el libro paradidáctico &#8220;As Travessuras do Amarelo&#8221; y basados en la Teoría Social Cognitiva. La encuesta fue realizada en el Portal de Periódicos da Capes, Banco Digital de Teses e Dissertações (BDTD) y Google Acadêmico, con foco en los grados iniciales de la enseñanza básica. A partir de la lectura de los materiales seleccionados, se buscó identificar y demostrar patrones entre los resultados, siguiendo fases destacadas por Braun y Clark (2006) en el proceso de análisis temático. Se encontraron 7 disertaciones y tesis y 7 artículos que utilizaron efectivamente el material como recurso de intervención, en los cuales el público fue principalmente estudiantes de 5to año. A través de la descripción del trabajo, fue posible verificar los aportes que ese libro brindó para promover la autorregulación del aprendizaje en diferentes contextos, como herramienta de enseñanza. Las intervenciones permitieron, a través de la reflexión sobre extractos de la narrativa, que los estudiantes construyeran sus propias interpretaciones y utilizaran las estrategias aprendidas en diferentes situaciones del aula y de la vida.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autorregulação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Self-regulation of learning]]></kwd>
<kwd lng="en"><![CDATA[Elementary education]]></kwd>
<kwd lng="en"><![CDATA[Learning strategies]]></kwd>
<kwd lng="es"><![CDATA[Autorregulación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza básica]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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