<?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>S2175-35202017000200057</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20170017</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estratégias de aprendizagem de alunos de um curso de pedagogia a distância]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning strategies used by students from a distance learning course of pedagogy]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias de aprendizaje de alumnos de un curso de pedagogía a distancia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Góes]]></surname>
<given-names><![CDATA[Natália Moraes]]></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 Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<numero>45</numero>
<fpage>57</fpage>
<lpage>66</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202017000200057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202017000200057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202017000200057&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A presente pesquisa baseia-se no referencial te&#243;rico da Psicologia Cognitiva/Teoria do Processamento da Informa&#231;&#227;o e teve o objetivo de analisar a frequ&#234;ncia do uso de estrat&#233;gias de aprendizagem cognitiva, comportamental e autorregulat&#243;ria de alunos do curso de Pedagogia ofertado a dist&#226;ncia por uma institui&#231;&#227;o p&#250;blica localizada na regi&#227;o Norte do estado do Paran&#225;/Brasil. Neste estudo, participaram 532 alunos, sendo 98,7% do sexo feminino e 1,32% do sexo masculino. Para a coleta de dados, foi utilizada a Escala de Estrat&#233;gias de Aprendizagem (EEA). A coleta de dados foi realizada online, utilizando as ferramentas dispon&#237;veis no Google Drive, por meio de um link, disponibilizado na p&#225;gina inicial da plataforma do curso realizado pelos alunos que participaram desta pesquisa. Os resultados indicaram uma tend&#234;ncia maior de os participantes utilizarem as estrat&#233;gias de aprendizagem cognitivas, seguidas pelas estrat&#233;gias comportamentais e autorregulat&#243;rias. As estrat&#233;gias autorregulat&#243;rias, em especial, as de Controle da Emo&#231;&#227;o e Monitoramento da Compreens&#227;o, obtiveram m&#233;dias mais baixas, o que evidencia a necessidade de os tutores incentivarem o uso de tais estrat&#233;gias, em prol do desenvolvimento das habilidades metacognitivas. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This research is based on the theoretical framework of Cognitive Psychology/Theory of Information Processing and has the objective of analyzing the frequency of using cognitive, behavioral and self-regulatory learning strategies by students from the Pedagogy course offered as distance learning by a public institution located in the North region of the state of Paran&#225;/Brazil. Five-hundred and thirty-two students took part in the study, 98.7% of them women and 1.32% men . For data collection the Scale of Learning Strategies (SLS) was used, developed and validated by Zerbini and Abbad (2008). Data collection was made on-line, using tools available on Google Drive, by means of a link, made available on the first page of the platform of the course performed by students participating in this research. Results indicated a greater tendency of participants to use cognitive learning strategies, followed by behavioral and self-regulatory strategies. The self-regulatory strategies, particularly Emotion Control and Monitoring of Understanding had lower averages, highlighting the need for tutors to encourage the use of such strategies, for developing meta-cognitive skills. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Con base en el marco te&#243;rico de la Psicolog&#237;a Cognitiva /Teor&#237;a del procesamiento de la informaci&#243;n, la presente investigaci&#243;n tuvo como objetivo analizar la frecuencia del uso de estrategias de aprendizaje cognitiva, de comportamiento y autorreguladora de alumnos del curso de Pedagog&#237;a ofertado a distancia por una instituci&#243;n p&#250;blica del norte de Paran&#225;/Brasil. En este estudio, participaron 532 alumnos, siendo 98,7% del sexo femenino y 1,32% del sexo masculino. Para la recopilaci&#243;n de datos fue utilizada la Escala de Estrategias de Aprendizaje (EEA). Los resultados indicaron una tendencia mayor de los participantes que utilizan las estrategias de aprendizaje cognitivas, seguidas por las estrategias de comportamiento y autorreguladoras. Las estrategias autorreguladoras, en especial, las de Control de la Emoci&#243;n y Monitoreo de la Comprensi&#243;n obtuvieron medias m&#225;s bajas, lo que evidencia la necesidad de que los tutores incentiven el uso de tales estrategias, para el desarrollo de las habilidades metacognitivas. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Processamento da Informação]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Alunos]]></kwd>
<kwd lng="en"><![CDATA[Information Processing]]></kwd>
<kwd lng="en"><![CDATA[Learning Strategies]]></kwd>
<kwd lng="en"><![CDATA[Distance Learning]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="es"><![CDATA[Procesamiento de la Información]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[Alumnos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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