<?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[Educ. Puc.]]></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>S1519-39932024000100407</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29a2024e9105</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Transição para o Ensino Superior: dificuldades vivenciadas por ingressantes no contexto de ensino remoto emergencial]]></article-title>
<article-title xml:lang="en"><![CDATA[The transition into Higher Education: the challenges faced by first-year students during the emergency remote teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Maria José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fior]]></surname>
<given-names><![CDATA[Camila Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Campinas Departamento de Psicologia Educacional Faculdade de Educação]]></institution>
<addr-line><![CDATA[Campinas SP]]></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>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932024000100407&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100407&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100407&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Ensino Superior apresenta aos estudantes experiências ricas, mas também desafiadoras e as dificuldades vivenciadas pelos ingressantes neste novo nível de ensino podem se associar ao baixo rendimento acadêmico, às reprovações, aos atrasos na finalização do curso, ao adoecimento e à evasão. O ensino remoto emergencial, adotado diante da pandemia de COVID-19, trouxe novos desafios aos alunos e às instituições. O objetivo deste estudo é analisar as dificuldades vivenciadas por ingressantes de uma universidade pública na transição para o Ensino Superior no contexto do ensino remoto emergencial após oito semanas de aulas. Trata-se de uma investigação qualitativa com 16 ingressantes, com idades entre 17 a 27 anos (M=19,8, DP= 3,34), 56% do sexo masculino e 31% se autodeclaram negros. A coleta dos dados ocorreu por meio de entrevistas semiestruturadas e o tratamento dos dados foi realizado pela análise de conteúdo temática. Os resultados indicaram que um quarto das dificuldades vivenciadas na transição para o Ensino Superior referem-se às condições de ensino e à mediação pedagógica, além das adversidades nas condições de estudo e aprendizagem, na regulação emocional, nas interações sociais e na carreira. Os resultados revelaram que as variáveis pessoais, pedagógicas e contextuais influenciam a transição dos estudantes para o Ensino Superior. E as ações voltadas à promoção do sucesso acadêmico dos estudantes devem atentar-se para o desenvolvimento profissional docente, para a autorregulação da aprendizagem e para os serviços de apoio aos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Higher Education is an environment that offers students rich but also challenging experiences, and the struggles faced by newly admitted students are associated with low performance, failures, delays in completing the course, illness, and dropout. Emergency remote teaching dued to the outbreak of the COVID-19 pandemic has brought new challenges for learners and institutions. This study aims to analyze the struggles faced by first-year students in the transition to a public university during emergency remote teaching after eight weeks of classes. This qualitative research was conducted with 16 first-year students, aged between 17 and 27 years old (M=19.8, SD=3.34), 56% of the students were male and 31% of them self-identified as Afro&#8211;Brazilian. Semi-structured interviews were used to collect the data which were analyzed by thematic content analysis. The results indicated that a quarter of the difficulties experienced in the transition to higher education refers to teaching conditions and pedagogical mediation, in addition to challenges in study and learning conditions, emotional regulation, social interactions, and restricted social interactions. The results showed that personal, pedagogical, and contextual factors impact the student&#8217;s transition into Higher Education. Academic success improvement programs should emphasize teaching professional development, self-regulated learning, and student academic support services.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Adaptação escolar]]></kwd>
<kwd lng="pt"><![CDATA[Autorregulação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Educational background]]></kwd>
<kwd lng="en"><![CDATA[Self-regulated learning]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[COVID-19 pandemic]]></kwd>
</kwd-group>
</article-meta>
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