<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782019000100201</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782019240004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagem autorregulada do desenho artístico em estudantes universitários]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-regulated learning of artistic drawing in university students]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje autorregulada del dibujo artístico en estudiantes universitarios]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Luiz Gustavo Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[António Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782019000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782019000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782019000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo teve como objetivo verificar a possível existência de duas formas de aprendizagem do desenho artístico: hetero e autorregulada. Pretendeu-se ainda explorar as estratégias de autorregulação possivelmente utilizadas para esse fim. Foram assim entrevistados dezesseis estudantes universitários de uma disciplina de desenho, com base em um roteiro. As respostas, submetidas a uma análise de conteúdo temática, evidenciaram, para além de uma representação indefinida sobre as estratégias que se utilizam, a existência de uma aprendizagem do desenho tanto heterorregulada como autorregulada, que por sua vez envolve uma diversidade de estratégias (Autoavaliação; Organização e transformação; Planificação e formulação de metas; Busca de informação; Supervisão e tomada de registros; Estruturação do ambiente; Revisão e memorização; Procura de assistência; Autocontrole).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aimed to verify the possible existence of two forms of learning artistic drawing: hetero and self-regulated. It also sought to explore self-regulation strategies possibly used for that goal. Based on a script, sixteen university students from a drawing course were therefore interviewed. The answers, submitted to a thematic analysis, showed, in addition to an indefinite representation on the used strategies, the existence of either a hetero or a self-regulated learning that, in turn, involves a diversity of strategies (i.e., Self-evaluation, Organization and transformation; Planning and formulation of goals; Information search; Supervision and recordkeeping; Environmental structuring; Reviewing and memorization; Seeking assistance; Self-control).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio tuvo como objetivo verificar la posible existencia de dos formas de aprendizaje del dibujo artístico: hetero y autorregulado. También se pretendió explorar las estrategias autorregulatorias posiblemente utilizadas para ello. Por lo tanto, fueron entrevistados dieciséis estudiantes universitarios de una disciplina de diseño, con base en un guión. Las respuestas, sometidas a un análisis de contenido temático, evidenciaron, además de una representación indefinida sobre las estrategias que se utilizan, la existencia de un aprendizaje del diseño tanto heteroregulado como autorregulado, que a su vez implica una diversidad de estrategias (Autoevaluación; Organización y transformación; Planificación y formulación de metas; Búsqueda de información; Supervisión y toma de registros; Estructuración del ambiente; Revisión y memorización; Búsqueda de asistencia; Autocontrol).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[arte]]></kwd>
<kwd lng="pt"><![CDATA[autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[desenho]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[art]]></kwd>
<kwd lng="en"><![CDATA[drawing]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[arte]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[diseño]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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