<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832023000100213</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v8.e10022</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As estratégias de aprendizagem na formação inicial de docentes: uma revisão sistemática da literatura]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias de aprendizaje en la formación inicial docente: una revisión sistemática de la literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning strategies in pre-service teacher education: a systematic literature review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franciscão]]></surname>
<given-names><![CDATA[Daniel]]></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[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832023000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832023000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832023000100213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As estratégias de aprendizagem são ferramentas utilizadas no processamento das informações. A respeito de como elas podem ser ensinadas, é imprescindível que professores em formação sejam instruídos acerca da temática de forma a beneficiar a si e a seus futuros alunos. Assim, o presente artigo teve como objetivo realizar uma revisão sistemática das pesquisas sobre as estratégias de aprendizagem utilizadas por estudantes de licenciatura. Foram analisados artigos nacionais e internacionais publicados entre 2017 e 2022 indexados nas bases Educational Resources Information Center, Scientific Electronic Library Online, Science Direct, Scopus, Rede de Revistas Científicas da América Latina e Caribe, Espanha e Portugal e Portal da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Após o exame e a verificação dos critérios de inclusão e exclusão, 14 artigos foram incluídos na revisão. Os resultados revelaram que os futuros professores fazem uso moderado das estratégias de aprendizagem e exibem perfis distintos de uso. Variáveis demográficas, acadêmicas e psicológicas se associaram ao relato de uso dessas estratégias. Ressalta-se a necessidade de ampliar as investigações nacionais sobre esse tema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las estrategias de aprendizaje son herramientas utilizadas en el procesamiento de la información. En cuanto a cómo pueden ser enseñadas, es imperativo que los docentes en formación sean instruidos en el tema para su beneficio y el de sus futuros alumnos. Por lo tanto, este artículo tuvo como objetivo realizar una revisión sistemática de investigaciones sobre las estrategias de aprendizaje utilizadas por estudiantes de pregrado. Artículos nacionales e internacionales publicados entre 2017 y 2022 indexados en el Educational Resources Information Center, Scientific Electronic Library Online, Science Direct, Scopus, Red de Revistas Científicas de América Latina y el Caribe, España y Portugal y Portal de la Coordinación de Perfeccionamiento del Personal de Educación Superior. Después de examinar y comprobar los criterios de inclusión y exclusión, se incluyeron en la revisión 14 artículos. Los resultados revelaron que los futuros docentes hacen uso moderado de las estrategias de aprendizaje y exhiben diferentes perfiles de uso. Variables demográficas, académicas y psicológicas se asociaron con el reporte del uso de estas estrategias. Se destaca la necesidad de ampliar las investigaciones nacionales sobre este tema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Learning strategies are tools employed in information processing. As they can be taught, it is essential that pre-service teachers are instructed in this subject to benefit themselves and their future students. Then, this study aimed to conduct a systematic literature review on the learning strategies used by pre-service teachers, analyzing national and international articles published between 2017 and 2022 and indexed in the Educational Resources Information Center, Scientific Electronic Library Online, Science Direct, Scopus, Red de Revistas Científicas de América Latina y el Caribe, España y Portugal, and the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes). After examination and verification of inclusion and exclusion inclusion criteria, 14 articles were included in the review. The results revealed that future teachers make moderate use of learning strategies and present different usage profiles. Demographic, academic, and psychological variables were associated with use of these strategies. The need to expand national investigations on this theme is highlighted.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[estratégias cognitivas e metacognitivas]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem autorregulada]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[revisão da literatura]]></kwd>
<kwd lng="es"><![CDATA[estrategias cognitivas y metacognitivas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autorregulado]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="en"><![CDATA[cognitive and metacognitive strategies]]></kwd>
<kwd lng="en"><![CDATA[self-regulated learning]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[systematic review]]></kwd>
</kwd-group>
</article-meta>
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