<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202015000200021</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20150012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino de estratégias de aprendizagem no contexto da escrita]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching learning strategies in the context of writing]]></article-title>
<article-title xml:lang="es"><![CDATA[La enseñanza de estrategias de aprendizaje en el contexto de la escritura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Elis Regina da]]></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[,Universidad Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Catalão GO]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<numero>41</numero>
<fpage>21</fpage>
<lpage>35</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202015000200021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202015000200021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202015000200021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  A presente pesquisa teve como objetivo investigar se uma interven&#231;&#227;o em estrat&#233;gias de aprendizagem orientadas &#224; escrita resultou no uso mais eficiente dessas estrat&#233;gias na produ&#231;&#227;o de narrativas entre estudantes do s&#233;timo ano, de uma escola p&#250;blica do Ensino Fundamental. Buscou tamb&#233;m conhecer a opini&#227;o dos participantes acerca dos pontos positivos e negativos da interven&#231;&#227;o na sua aprendizagem. Participaram duas turmas de alunos distribu&#237;dos aleatoriamente em grupo experimental (18) e controle (17). Os estudantes foram avaliados por meio de uma escala de estrat&#233;gias de aprendizagem e duas quest&#245;es abertas. A primeira foi sobre o uso de estrat&#233;gias espec&#237;ficas de produ&#231;&#227;o de textos em dois momentos (pr&#233; e p&#243;s-teste). A segunda, realizada somente no grupo experimental, solicitava aos participantes uma avalia&#231;&#227;o da interven&#231;&#227;o sobre a pr&#243;pria aprendizagem. A interven&#231;&#227;o consistiu de sete sess&#245;es orientadas ao ensino e &#224; pr&#225;tica de estrat&#233;gias de aprendizagem gerais e espec&#237;ficas para produ&#231;&#227;o de textos. Os resultados mostraram uma amplia&#231;&#227;o significativa no repert&#243;rio de estrat&#233;gias de produ&#231;&#227;o de textos,um relato de estrat&#233;gias mais eficientes para escrever textos, bem como uma melhoria da qualidade da produ&#231;&#227;o textual entre os participantes do grupo experimental. Ademais, todos os participantes do grupo experimental fizeram uma avalia&#231;&#227;o positiva da interven&#231;&#227;o. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This research aimed to investigate whether an intervention in learning strategies for writing had resulted in a more efficient use of these strategies in narrative production among students in the seventh year of a public school elementary school. We also aimed at knowing the opinion of the participants about the strengths and weaknesses of intervention in their learning. The sample was composed of two classes of students randomly assigned to the experimental (18) and to the control group (17). We evaluated the students by means of a learning strategies scale and two open questions. The first was regarding the use of specific texts production strategies in two moments (pre and post-test).The second question was asked only in the experimental group and required an evaluation of intervention in their own learning. The intervention consisted of seven sessions geared to teaching and the practice of general and specific learning strategies to produce texts. The results showed a significant increase in the repertoire of text production strategies, a more efficient strategy use to write texts and an increase of textual production quality in the experimental group. Moreover, all participants in the experimental group made a positive evaluation of the intervention. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Esta investigaci&#243;n tuvo como objetivo investigar si los ni&#241;os utilizan estrategias de aprendizaje m&#225;s eficaces para escribir relatos, despu&#233;s de recibir una intervenci&#243;n dirigida a su ense&#241;anza en el contexto de la escritura entre los estudiantes en el s&#233;ptimo a&#241;o de una escuela primaria p&#250;blica brasile&#241;a. Tambi&#233;n busc&#243; conocer la opini&#243;n de los participantes acerca de las fortalezas y debilidades de la intervenci&#243;n en su aprendizaje. Ellos asistieron a dos clases de estudiantes asignados al azar al grupo experimental (18) y control (17). Los estudiantes fueron evaluados utilizando una variedad de estrategias de aprendizaje y dos preguntas abiertas: el primero sobre el uso de textos espec&#237;ficos estrategias de producci&#243;n en dos momentos (pre y post-test) y la segunda s&#243;lo en el grupo experimental, sobre la evaluaci&#243;n de la intervenci&#243;n en su propio aprendizaje. La intervenci&#243;n consisti&#243; en siete sesiones orientadas a la ense&#241;anza y a la pr&#225;ctica de las estrategias generales y espec&#237;ficas de aprendizaje para producir textos. Los resultados muestran un aumento significativo en el repertorio de estrategias de producci&#243;n de textos entre los participantes en el grupo experimental, as&#237; como una cuenta de las estrategias m&#225;s calificados para escribir textos. Adem&#225;s todos los participantes en el grupo experimental hicieron una evaluaci&#243;n positiva de la intervenci&#243;n. Entre los estudiantes del grupo experimental se logrado un aumento de la calidad de producci&#243;n textual. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Produção de Textos]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas]]></kwd>
<kwd lng="en"><![CDATA[Production of Texts]]></kwd>
<kwd lng="en"><![CDATA[Learning Strategies]]></kwd>
<kwd lng="en"><![CDATA[Narratives]]></kwd>
<kwd lng="es"><![CDATA[Producción de Textos]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Narrativas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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