<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação (Bauru)]]></journal-title>
<abbrev-journal-title><![CDATA[Ciênc. educ. (Bauru)]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132018000200517</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320180020016</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metacognição e as relações com o saber]]></article-title>
<article-title xml:lang="en"><![CDATA[Metacognition and relationships with knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corrêa]]></surname>
<given-names><![CDATA[Nancy Nazareth Gatzke]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passos]]></surname>
<given-names><![CDATA[Marinez Meneghello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arruda]]></surname>
<given-names><![CDATA[Sergio de Mello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colégio Elo, Jacarezinho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>517</fpage>
<lpage>534</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132018000200517&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132018000200517&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132018000200517&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo trazemos os resultados de uma investiga&#231;&#227;o que analisou os processos metacognitivos de estudantes de F&#237;sica do Ensino M&#233;dio por meio das rela&#231;&#245;es com o saber. Os dados foram coletados por meio de entrevistas e, posteriormente, submetidos aos procedimentos da An&#225;lise Textual Discursiva. As percep&#231;&#245;es dos estudantes sobre seu processo da aprendizagem foram analisadas com base em tr&#234;s novas categorias metacognitivas, denominadas de epist&#234;micas, pessoais e sociais. Com isso foi poss&#237;vel afirmar que o saber, o sentir e o valorar est&#227;o relacionados ao processo metacognitivo e que o planejamento das a&#231;&#245;es voltadas para a aprendizagem, seu monitoramento e avalia&#231;&#227;o, &#233; realimentado pelas emo&#231;&#245;es e reflex&#245;es dos estudantes, as quais emergem do contato com o outro e com o mundo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We present the results of an investigation that analyzed the metacognitive processes of learning Physics for High School students. Metacognition here is treated as relationships with knowledge. The data were collected through interviews and later submitted to Discursive Textual Analysis procedures. The students&#8217; perceptions about their learning process were analyzed by means of three new metacognitive categories, called epistemic, personal and social. With this, it was possible to affirm that knowing, feeling and valuing are related to the metacognitive process and that the planning of actions focused on learning, its monitoring and evaluation is influenced by the emotions and reflections of the students which emerge from contact with others and with the world.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de física]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Metacognição]]></kwd>
<kwd lng="en"><![CDATA[Physics teaching]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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