<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. em Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352014000100039</article-id>
<article-id pub-id-type="doi">10.5238/2015v48i340003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A relação com o aprender na universidade e o meio ambiente de estudos]]></article-title>
<article-title xml:lang="en"><![CDATA[The relation with learning at the university and the study environment]]></article-title>
<article-title xml:lang="es"><![CDATA[La relación con el aprender en la universidad y el medio ambiente de estudios]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paivandi]]></surname>
<given-names><![CDATA[Saeed]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Université de Lorraine  ]]></institution>
<addr-line><![CDATA[Nancy ]]></addr-line>
<country>France</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<volume>48</volume>
<numero>34</numero>
<fpage>39</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352014000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352014000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352014000100039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Examina-se a liga&#231;&#227;o entre avalia&#231;&#227;o subjetiva do contexto de estudos realizados pelos estudantes em rela&#231;&#227;o com o aprender na Universidade. Essa an&#225;lise baseia-se em uma enquete qualitativa, realizada entre 2005 e 2008, com estudantes de Letras, Ci&#234;ncias Humanas e Ci&#234;ncias Sociais em cinco universidades parisienses. A investiga&#231;&#227;o revelou a l&#243;gica aprendendo-aprender e sua reflexividade no percurso e din&#226;micas que d&#227;o sentido &#224;s trajet&#243;rias individuais. Uma dimens&#227;o importante da socializa&#231;&#227;o estudantil refere-se &#224; avalia&#231;&#227;o subjetiva-pessoal dos estudantes do contexto universit&#225;rio. Os estudantes abordam seu meio ambiente de estudo como um processo interpretativo, identificando-se de maneira individual ou coletiva as pistas de a&#231;&#227;o poss&#237;veis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[We examine the link between subjective evaluation of students study context and the learning relation in the University. It is founded in a qualitative survey carried out between 2005 and 2008 with students of the Letters course, Human Sciences and Social Sciences in five Parisian universities. The investigation reveals the logic learning-learn and its reflexivity in the course and dynamics that gives sense to the individuals trajectories. An important dimension of student socialization is the students' subjective-personal evaluation of university context. The students approach their learning environment by an interpretative process, identifying themselves in an individual or collective manner with possible action clues.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Se examina la ligaci&#243;n entre la evaluaci&#243;n subjetiva del contexto de est&#250;dios pelos estudiantes y la relaci&#243;n con el aprender en la Universidad. Esta an&#225;lisis es basada en una encuete cualitativa hecha entre 2005 e 2008 con los estudiantes de Letras, Ciencias Humanas e Ciencias Sociales de cinco universidades parisienses. La investigaci&#243;n revelo una l&#243;gica aprendiendo-aprender y su reflexividad en el camino y din&#225;micas que dan sentido a las trayectorias individuales. Una dimensi&#243;n importante de la socializaci&#243;n estudiantil se refiere a la evaluaci&#243;n subjetiva-personal de los estudiantes del contexto universitario. Los estudiantes abordaron su medio ambiente con un proceso interpretativo se identificando de manera individual o colectiva a las pistas de acci&#243;n posibles.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Percepção de Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Perspectiva de Aprendizado]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de Estudos]]></kwd>
<kwd lng="en"><![CDATA[Student Perceptions]]></kwd>
<kwd lng="en"><![CDATA[Learning Perspective]]></kwd>
<kwd lng="en"><![CDATA[Students' Activity]]></kwd>
<kwd lng="es"><![CDATA[Percepción de los Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Perspectiva de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Prácticas de Estudios]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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