<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012017000300319</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v39i3.27902</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Diferenças de conhecimento prévio e processos de estudo: interações entre nível de expertise e aprendizagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Differences in prior knowledge and learning procedures: interactions between expertise level and learning]]></article-title>
<article-title xml:lang="es"><![CDATA[Diferencias de conocimiento previo y procesos de estudio: interacciones entre nivel de conocimiento y aprendizaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Gustavo Danicki Aureliano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galvão]]></surname>
<given-names><![CDATA[Afonso Celso Tanus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica de Brasília  ]]></institution>
<addr-line><![CDATA[Brasilia ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica de Brasília  ]]></institution>
<addr-line><![CDATA[Brasilia ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>3</numero>
<fpage>319</fpage>
<lpage>328</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012017000300319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012017000300319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012017000300319&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta pesquisa qualitativa e explorat&#243;ria investigou como conhecimentos pr&#233;vios influenciaram processos de estudo a partir da an&#225;lise da atividade de estudo de indiv&#237;duos com material de dom&#237;nio e n&#227;o dom&#237;nio. Participaram da pesquisa seis indiv&#237;duos que leram dois textos, de dom&#237;nio e n&#227;o dom&#237;nio, com orienta&#231;&#227;o para o estudo dos materiais. Ap&#243;s o estudo de cada texto, os participantes eram questionados sobre os processos de estudo. Os resultados sugerem que o conhecimento pr&#233;vio consolidado influi sobre o processo de estudo, afetando o reconhecimento de informa&#231;&#245;es, a velocidade de estudo, a capacidade de articula&#231;&#227;o metacognitiva dos indiv&#237;duos e a postura perante o processo de ensino, considerando necessidades de suporte informacional para a sustenta&#231;&#227;o do processo de estudo e a forma do apoio em situa&#231;&#227;o de ensino. Os resultados apontam a import&#226;ncia da a&#231;&#227;o docente para o incremento de oportunidades de aprendizagem, o que implica no desenvolvimento aperfei&#231;oado e competente de processos de avalia&#231;&#227;o da aprendizagem, sobretudo as de fundo diagn&#243;stico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This qualitative and exploratory research analyzed how prior knowledge may influence the learning processes. The research was conducted through the analysis of learning procedures carried out by individuals using material with content they master and material content they do not master. Six participants were interviewed individually at length on the ways in which they related to both texts. Results suggest that prior consolidated knowledge is a major influence on learning process, affecting information recognition, learning speed, participants&#8217; metacognitive capacity, the need of informational support to maintain learning process and aspects of instructional support regarding formal teaching situations. In addition, results indicate the importance of teaching actions, especially the diagnostic facet of learning evaluation, to improve learning opportunities to learners reach a mastery level.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta investigaci&#243;n cualitativa y exploratoria investig&#243; c&#243;mo conocimientos previos influyeron los procesos de estudio a partir del an&#225;lisis de la actividad de estudio de individuos con material de dominio y no dominio. Participaron de la investigaci&#243;n seis individuos que leyeron dos textos, de dominio y no dominio, con orientaci&#243;n para el estudio de los materiales. Tras el estudio de cada texto, los participantes eran cuestionados sobre los procesos de estudio. Los resultados sugieren que el conocimiento previo consolidado influye sobre el proceso de estudio, afectando el reconocimiento de informaciones, la velocidad de estudio, la capacidad de articulaci&#243;n metacognitiva de los individuos y la postura ante el proceso de ense&#241;anza, considerando necesidades de soporte informacional para el mantenimiento del proceso de estudio y la forma del apoyo en situaci&#243;n de ense&#241;anza. Los resultados se&#241;alan la importancia de la acci&#243;n docente para el aumento de oportunidades de aprendizaje, lo que implica en el desarrollo perfeccionado y competente de procesos de evaluaci&#243;n del aprendizaje, sobre todo los de esencia diagn&#243;stica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Processos Cognitivos]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Ciências Cognitivas]]></kwd>
<kwd lng="en"><![CDATA[Cognitive Processes]]></kwd>
<kwd lng="en"><![CDATA[Instruction]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Cognitive Sciences]]></kwd>
<kwd lng="es"><![CDATA[Procesos Cognitivos]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Ciencias Cognitivas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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