<?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>S2448-35832024000100226</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v9.e13998</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estratégias de autorregulação social: relatos de uso em uma intervenção com professores do Ensino Médio]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias de autorregulación social: relatos de uso en una intervención con profesores de Enseñanza Media]]></article-title>
<article-title xml:lang="en"><![CDATA[Social self-regulation strategies: reports of use in an intervention with high school teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Deivid Alex dos]]></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  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>9</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832024000100226&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832024000100226&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832024000100226&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo analisar os efeitos de uma intervenção realizada on-line no relato de uso de estratégias de autorregulação social por professores do Ensino Médio em um curso de formação continuada. A pesquisa foi conduzida por meio de um delineamento quase experimental com 14 docentes, utilizando uma abordagem mista para analisar dados coletados antes e após a intervenção. Para tanto, foi utilizado um questionário estruturado contendo 15 questões elaborado para esta pesquisa. A intervenção, baseada em sobreposição curricular, abordou estratégias de autorregulação social, cognitiva e metacognitiva. Os resultados não demonstraram diferenças estatisticamente significativas para as estratégias de autorregulação social utilizadas, no entanto, evidenciaram o aumento do uso de tecnologias digitais, como o WhatsApp, para suporte social. De forma geral, a intervenção mostrou-se eficaz em promover ajustes comportamentais e fortalecer a comunicação entre os professores, evidenciando a importância de estratégias de autorregulação social no ambiente educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo analizar los efectos de una intervención en línea en el informe de uso de estrategias de autorregulación social por parte de los profesores de Enseñanza Media en un curso de formación continua. La investigación se llevó a cabo mediante un diseño cuasi experimental con 14 docentes, utilizando un enfoque mixto para analizar los datos recogidos antes y después de la intervención. Para ello, se utilizó un cuestionario estructurado con 15 preguntas, elaborado específicamente para esta investigación. La intervención, basada en la superposición curricular, abordó estrategias de autorregulación social, cognitiva y metacognitiva. Los resultados no mostraron diferencias estadísticamente significativas en el uso de las estrategias de autorregulación social, sin embargo, evidenciaron un aumento en el uso de tecnologías digitales, como WhatsApp, para el apoyo social. En general, la intervención resultó eficaz en promover ajustes conductuales y fortalecer la comunicación entre los profesores, destacando la importancia de las estrategias de autorregulación social en el entorno educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze the effects of an online intervention on the report of the use of social self-regulation strategies by high school teachers in a continuing education course. The research was conducted through a quasi-experimental design with 14 teachers, using a mixed approach to analyze data collected before and after the intervention. To this end, a structured questionnaire containing 15 questions prepared for this research was used. The intervention, based on curricular overlap, addressed social, cognitive and metacognitive self-regulation strategies. The results did not demonstrate statistically significant differences for the social self-regulation strategies used, however, they showed the increased use of digital technologies, such as WhatsApp, for social support. In general, the intervention proved to be effective in promoting behavioral adjustments and strengthening communication among teachers, highlighting the importance of social self-regulation strategies in the educational environment.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[autorregulação social]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[intervenção]]></kwd>
<kwd lng="pt"><![CDATA[professores.]]></kwd>
<kwd lng="es"><![CDATA[autorregulación social]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Media]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[intervención]]></kwd>
<kwd lng="es"><![CDATA[profesores.]]></kwd>
<kwd lng="en"><![CDATA[social self-regulation]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[intervention]]></kwd>
<kwd lng="en"><![CDATA[teachers.]]></kwd>
</kwd-group>
</article-meta>
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