<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992020000100123</article-id>
<article-id pub-id-type="doi">10.14244/198271992911</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estratégias de aprendizagem e variáveis sociodemográficas de professores de licenciaturas]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias de aprendizaje y variables sociodemográficas de licenciaturas de formación de profesores]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning strategies and sociodemographic variables of undergraduate teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jeronymo]]></surname>
<given-names><![CDATA[Gisele Fermino Demarque]]></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 (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992020000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992020000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992020000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo fundamenta-se na Psicologia Cognitiva/Teoria do Processamento da Informação, com ênfase no estudo de estratégias de aprendizagem utilizadas por professores universitários para aprender. Analisa a frequência do uso de estratégias de aprendizagem de professores de uma universidade do norte do Paraná em função de variáveis sociodemográficas. Participaram da pesquisa 56 professores, sendo 57,14% do sexo feminino e 42,46% do sexo masculino. A coleta de dados foi online, por meio de formulários do Google Drive. Os resultados evidenciaram que grande parte dos professores utilizam com maior frequência as estratégias de Autorregulação Cognitivas e Metacognitivas se comparado as de Autorregulação de Recursos Internos/Contextual e Social. Os participantes do sexo feminino e professores do departamento de Letras Vernáculas apresentaram-se mais estratégicos. Ressalta-se a necessidade de incluir nos cursos de licenciatura os conteúdos sobre estratégias de aprendizagem, a fim de possibilitar aos professores acesso ao conhecimento de novos modelos de ensinar a aprender.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se fundamenta en la Psicología Cognitiva/Teoría del Procesamiento de la Información, con énfasis en el estudio de estrategias de aprendizaje utilizadas por profesores universitarios para aprender. Analizar la frecuencia de uso de estrategias de aprendizaje por parte de profesores de cursos de licenciatura de formación docente de una universidad del norte de Paraná, en función de variables sociodemográficas. Participaron de la investigación 56 profesores, de los cuales un 57,14% es de sexo femenino y un 42,46% de sexo masculino. La recolección de datos se realizó en línea, por medio de formularios de Google Drive. Los resultados evidenciaron que la mayor parte de los profesores utilizan más las estrategias de Autorregulación Cognitivas y Metacognitivas en comparación con las de Autorregulación de Recursos Internos/Contextual y Social. Los participantes del sexo femenino y profesores del departamento de Letras Vernáculas son los más estratégicos comparados con los demás. Se destaca la necesidad de que los cursos de licenciaturas de formación docente incluyan en sus contenidos sobre estrategias de aprendizaje, con el fin de posibilitar a los profesores el acceso a conocimiento de nuevos modelos de enseñar a aprender.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper is based on the Cognitive Psychology/Information Processing Theory, with emphasis on the study of learning strategies used by university teachers to learn. It analyzes the frequency of the use of teacher learning strategies from a university in the North of Paraná, as a function of socio-demographic variables. A total of 56 professors participated in the survey, being 57.14% female and 42.46% male. The data collection was done online, by means of Google Drive forms. The results showed that most of the professors use more frequently Cognitive and Metacognitive Self-Regulation strategies than Internal/Contextual and Social Self-Regulation Strategies. Female participants and teachers from the Department of Vernacular Letters (Portuguese teaching Course) were the most strategic. It is important to highlight the need of including in the undergraduate courses contents about learning strategies, in order to enable professors the access to knowledge of new models of teaching how to learn.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia cognitiva]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores.]]></kwd>
<kwd lng="es"><![CDATA[Psicología cognitiva]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores.]]></kwd>
<kwd lng="en"><![CDATA[Cognitive psychology]]></kwd>
<kwd lng="en"><![CDATA[Learning strategies]]></kwd>
<kwd lng="en"><![CDATA[Teacher training.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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