<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742023000100502</article-id>
<article-id pub-id-type="doi">10.1590/198053149108</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[ANTES DE ENSEÑAR A LEER: METACOGNICIÓN LECTORA Y FORMACIÓN DE DOCENTES]]></article-title>
<article-title xml:lang="pt"><![CDATA[ANTES DE ENSINAR A LER: METACOGNIÇÃO LEITORA E FORMAÇÃO DE DOCENTES]]></article-title>
<article-title xml:lang="en"><![CDATA[BEFORE TEACHING TO READ: READING METACOGNITION AND TEACHER TRAINING]]></article-title>
<article-title xml:lang="fr"><![CDATA[AU PREALABLE D&#8217;ENSEIGNER À LIRE: MÉTACOGNITION EN LECTURE ET FORMATION DES ENSEIGNANT.E.S]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Díaz]]></surname>
<given-names><![CDATA[Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Echegoyen Sanz]]></surname>
<given-names><![CDATA[Yolanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martín Ezpeleta]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</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>53</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742023000100502&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742023000100502&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742023000100502&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo presenta una investigación exploratoria transversal cuyo objetivo es evaluar la conciencia de metacognición lectora de los futuros maestros, grupo estratégico para entender la enseñanza de la lectura del presente y del futuro inmediato. Para ello, 252 estudiantes de Magisterio completaron el cuestionario validado MARSI (Metacognitive Awareness of Reading Strategies Inventory). Los resultados obtenidos indican que estos futuros maestros prefieren las estrategias de resolución de problemas. Se encontraron diferencias estadísticamente significativas en función del grado (educación infantil o primaria) y el género (las mujeres utilizan más estrategias de apoyo a la lectura). Por último, se valora la pertinencia de tener en cuenta esta identidad metacognitiva lectora para actualizar la formación lectora de los estudiantes de Magisterio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho apresenta uma pesquisa exploratória transversal, cujo objetivo é avaliar a consciência de metacognição leitora dos futuros professores, grupo estratégico para entender o ensino da leitura do presente e do futuro imediato. Com esse objetivo, 252 alunos do magistério completaram o questionário validado MARSI (Metacognitive Awareness of Reading Strategies Inventory). Os resultados obtidos indicam que esses futuros professores preferem as estratégias de resolução de problemas. Foram encontradas diferenças estatisticamente significativas em função do grau (educação infantil ou primária) e do gênero (as mulheres utilizam mais estratégias de apoio à leitura). Por último, valoriza-se a pertinência de levar em consideração essa identidade metacognitiva leitora para atualizar a formação leitora dos alunos do magistério.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present work shows a cross-sectional, exploratory study aimed at evaluating the metacognition awareness in reading of future teachers, a strategic group for understanding the teaching of reading in the present and in the immediate future. With this objective, 252 preservice teachers completed the validated Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire. The results indicate that these future teachers prefer using problem-solving strategies. Statistically significant differences were found, according to degree (early childhood or elementary education) and gender (women used more support strategies for reading). Finally, the importance of taking metacognitive learning identity into account in updating the reading training of preservice teachers is valued.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article présente une étude exploratoire transversale visant à évaluer la conscience de la métacognition en lecture des futur.e.s enseignant.e.s, groupe stratégique pour comprendre l&#8217;enseignement de la lecture dans le présent et dans le futur immédiat. À cette fin, 252 professeur.e.s des écoles en formation ont rempli le questionnaire validé MARSI (Metacognitive Awareness of Reading Strategies Inventory). Les résultats obtenus indiquent qu&#8217;ils privilégient les stratégies basées sur la résolution de problèmes. Des différences statistiquement significatives ont été trouvées en fonction du niveau d&#8217;enseignement (préscolaire ou primaire) et du genre (les femmes utilisant davantage de stratégies de soutien à la lecture). La prise en compte de l&#8217;identité métacognitive en lecture est pertinente et doit être valorisée pour actualiser la formation en lecture des élèves-enseignant.e.s.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[LECTURA]]></kwd>
<kwd lng="es"><![CDATA[PROCESOS DE LECTURA]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN DE PROFESORES]]></kwd>
<kwd lng="pt"><![CDATA[LEITURA]]></kwd>
<kwd lng="pt"><![CDATA[PROCESSOS DE LEITURA]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO DE PROFESSORES]]></kwd>
<kwd lng="en"><![CDATA[READING]]></kwd>
<kwd lng="en"><![CDATA[LEARNING PROCESSES]]></kwd>
<kwd lng="en"><![CDATA[TEACHER TRAINING]]></kwd>
<kwd lng="fr"><![CDATA[LECTURE]]></kwd>
<kwd lng="fr"><![CDATA[PROCESSUS DE LECTURE]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION DES ENSEIGNANT.E.S]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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