<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732018000401265</article-id>
<article-id pub-id-type="doi">10.5007/2175-795x.2018v36n4p1265</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O uso de estratégias autorregulatórias para aprender e para ensinar: formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of self-regulatory strategies to learn and to teach: teachers training]]></article-title>
<article-title xml:lang="es"><![CDATA[El uso de estrategias de autorregulación para aprender y para enseñar: formación del profesorado]]></article-title>
</title-group>
<contrib-group>
<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[Pranke]]></surname>
<given-names><![CDATA[Amanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>36</volume>
<numero>4</numero>
<fpage>1265</fpage>
<lpage>1280</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732018000401265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732018000401265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732018000401265&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo é resultado da articulação de dois estudos, um realizado no âmbito do projeto Pibid, o qual envolveu três estudantes de licenciatura em Matemática que atuaram em uma oficina com alunos de uma escola, e o outro realizado no contexto dos estágios curriculares supervisionados, no qual participaram doze estagiários do último ano do curso de licenciatura em Educação Física. Apoiada na autorregulação da aprendizagem, esta pesquisa procurou apresentar e discutir as estratégias de autorregulação da aprendizagem e as estratégias pedagógicas reveladas nos resultados dos dois estudos. Após análise dos resultados de ambos os estudos, percebemos que os futuros professores tiveram, nos diferentes contextos que atuarem na graduação, a oportunidade de utilizar estratégias para autorregular o aprender a ser professor e a desenvolverem estratégias pedagógicas no contexto de ensino. Concluímos que a utilização dessas diferentes estratégias contribuiu para a formação de professores autônomos, conscientes e estratégicos para atuar nas escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article is the result of two studies link, one held in the year under the Pibid project, which involved three undergraduate students in Mathematics who acted in a workshop to students of a school, and the other held in the context of the traineeships, attended by twelve trainees in the last year of degree in Physical Education. Supported by the self-regulation of learning, this research sought to present and discuss self-regulated learning strategies and teaching strategies revealed in the results of two studies. After analyzing the results of both studies, we realize that the future teachers had, in different contexts of work in graduation, the opportunity to use self-regulation strategies to learn to be a teacher and to develop teaching strategies in the teaching context. We conclude that the use of these different strategies contributed to the formation of autonomous, conscious and strategic teachers to work in schools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo es el resultado de enlace de dos estudios, uno realizado en campo del proyecto Pibid, que involucró a tres estudiantes de licenciatura en Matemáticas en la implementación de un taller para alumnos de una escuela, y el otro que tuvo lugar en el contexto de las prácticas, con la participación de los alumnos en el último año de licenciatura en Educación Física. Con el apoyo de la autorregulación del aprendizaje, esta investigación trató de presentar y discutir acerca de las estrategias de autorregulación del aprendizaje y estrategias de enseñanza revelados en los resultados de dos estudios. Después de analizar los resultados de ambos estudios, nos damos cuenta de que los futuros profesores tuvieron, en los diferentes contextos de trabajo en la graduación, la oportunidad de utilizar estrategias de autorregulación del aprendizaje para ser un profesor y para desarrollar estrategias de enseñanza en el contexto de enseñar. De ello se deduce que el uso de estas diferentes estrategias contribuyó a la formación de profesores autónomos, conscientes y estratégicos para trabajar en las escuelas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores. Estratégias de autorregulação da aprendizagem. Estratégias pedagógicas.]]></kwd>
<kwd lng="en"><![CDATA[Teacher training. Self-regulation strategies of learning. Teaching strategies.]]></kwd>
<kwd lng="es"><![CDATA[La formación del profesorado. Estrategias de autorregulación del aprendizaje. Estrategias de enseñanza.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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