<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. PUC-Camp.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932018000300349</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v23n3a4095</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estimulação da recordação e autorregulação da aprendizagem no estágio docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Stimulation of recall and self-regulatory learning in the teacher training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frison]]></surname>
<given-names><![CDATA[Lourdes Maria Bragagnolo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Avila]]></surname>
<given-names><![CDATA[Luciana Toaldo Gentilini]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simão]]></surname>
<given-names><![CDATA[Ana Margarida Veiga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Pelotas Faculdade de Educação Departamento de Fundamentos em Educação]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Rio Grande Instituto de Educação Faculdade de Educação Física]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade de Lisboa Faculdade de Psicologia Centro de Investigação em Ciência Psicológica]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>349</fpage>
<lpage>363</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932018000300349&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932018000300349&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932018000300349&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A autorregula&#231;&#227;o refere-se ao grau em que os indiv&#237;duos apelam a seus conhecimentos e compet&#234;ncias metacognitivas, motivacionais e comportamentais, para atingir um n&#237;vel adequado de dom&#237;nio sobre sua aprendizagem, de acordo com o contexto educativo em que est&#227;o inseridos e com os objetivos pretendidos. Este artigo busca evidenciar processos de autorregula&#231;&#227;o da aprendizagem mobilizados por estagi&#225;rios de Educa&#231;&#227;o F&#237;sica. O estudo recorreu &#224; estimula&#231;&#227;o da recorda&#231;&#227;o como instrumento potencializador dos processos e estrat&#233;gias de autorregula&#231;&#227;o, e, tamb&#233;m, &#224; pesquisa-a&#231;&#227;o, na medida em que esta possibilita analisar a pr&#243;pria pr&#225;tica pedag&#243;gica. Foram identificados problemas e solu&#231;&#245;es, desencadeando uma a&#231;&#227;o autorregulada perante a atua&#231;&#227;o docente. O estudo foi realizado em 2014, com 11 universit&#225;rios do 7&#186; e 8&#186; semestres, em fase de est&#225;gio curricular supervisionado. A partir da an&#225;lise dos dados, tr&#234;s categorias foram evidenciadas: planejamento, procura por ajuda e autoavalia&#231;&#227;o. Constatou-se que os estagi&#225;rios demonstraram conhecer a import&#226;ncia do planejamento, desenvolvendo significativamente a autonomia no exerc&#237;cio das pr&#225;ticas pedag&#243;gicas e refletindo sobre elas, o que lhes permitiu a tomada de consci&#234;ncia dos percursos de aprendizagem. Discutem-se implica&#231;&#245;es, contribui&#231;&#245;es e potencialidades para o desenvolvimento da forma&#231;&#227;o inicial de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Self-regulation refers to the degree to which individuals can appeal to their knowledge, metacognitive, motivational and behavioral skills to achieve an adequate level of mastery over their learning within the educational contexts and according to the objectives they intend to attain. The aim of this article is to highlight the processes of self-regulated learning used by Physical Education trainees. The study resorted to the stimulation of recall as a tool to empower self-regulatory processes and strategies, and action research, as it makes it possible to analyze pedagogical practice. Problems and solutions were identified, which led to self-regulated action in view of teaching. The study was carried out with 11 undergraduate students enrolled in the 7th and 8th semesters in 2014 during their internship. Three categories were found after analysis of the data: planning, seeking help, and self-assessment. We found that the trainees demonstrated that they were aware of the importance of planning, significantly developing autonomy in the exercise of pedagogical practices and reflecting on them, which enabled them to be aware of the learning process. The implications, contributions and potentialities for the development of initial teacher training are discussed.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[Estágio supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[Experiências pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Self-regulation]]></kwd>
<kwd lng="en"><![CDATA[Supervised internship]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical experiences]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
</kwd-group>
</article-meta>
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