<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932022000100107</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v27e2022a5513</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programa de intervenção em autorregulação da aprendizagem: impacto no conhecimento e nas percepções de estudantes de licenciatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Intervention program in self-regulated learning: impact on knowledge and on perceptions of undergraduate students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arcoverde]]></surname>
<given-names><![CDATA[Ângela Regina dos Reis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boruchovitch]]></surname>
<given-names><![CDATA[Evely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Góes]]></surname>
<given-names><![CDATA[Natália Moraes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Piauí Departamento de Formação de Professores ]]></institution>
<addr-line><![CDATA[Teresina PI]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Campinas Departamento de Psicologia Educacional ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Estadual de Londrina Departamento de Educação ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932022000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932022000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932022000100107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O professor deve possuir conhecimentos e habilidades variadas para assumir a tarefa educativa diante da abrangência e da complexidade da Educação. O presente estudo reporta resultados de um programa de intervenção nos processos autorregulatórios de estudantes de Licenciatura, o qual teve como objetivo avaliar se a intervenção contribuiu para ampliar o conhecimento dos estudantes acerca do conceito de autorregulação da aprendizagem; melhorar suas percepções sobre si, como estudantes e como futuros professores; e aumentar a intenção de seguir a carreira docente. Adotou-se como referencial teórico a Teoria Social Cognitiva. A amostra foi composta por cinquenta estudantes de três turmas do terceiro semestre de diferentes cursos de Licenciatura. Os participantes foram divididos aleatoriamente em Grupo Experimental I e II e Grupo Controle. Os dados, coletados por questões conceituais e autorreflexivas, foram examinados por análise de conteúdo. Resultados revelaram que os estudantes dos grupos experimentais demonstraram compreender melhor o conceito de autorregulação da aprendizagem após a intervenção, quando comparados aos do grupo controle. Os resultados foram mais modestos em relação a ter melhores percepções sobre si, como estudantes e como futuros professores. Ademais, a intervenção não influenciou no desejo dos estudantes de seguir a carreira docente. Destaca-se também a importância dos resultados para a discussão sobre a eficácia dos programas de intervenção na formação de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The teacher must have varied knowledge and skills to assume the educative task, given the Education scope and complexity. The present study reports the results of an intervention program in the self-regulatory processes of undergraduate students. It was aimed at assessing whether the intervention contributed to expand students&#8217; knowledge about the concept of self-regulation of learning, to improve their perceptions of themselves, as students and as future teachers, and to increase their intention to pursue a teaching career. Social Cognitive theory was employed as a theoretical framework. The sample consisted of 50 students from three third-semester classes from different undergraduate courses. The participants were randomly assigned to three groups: Experimental Group I and II and Control Group. Data was collected through conceptual and self-reflective questions and examined by using Content Analysis. Results revealed that the students in the experimental groups demonstrated a better understanding of the concept of self-regulation of learning after the intervention, when compared to the control group. Results concerning having better perceptions about themselves, as students and as future teachers were more modest. Furthermore, the intervention did not influence the students&#8217; desire to pursue a teaching career. The importance of the results for the discussion about the effectiveness of intervention programs in teacher education is highlighted.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aquisição do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Autoaprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="en"><![CDATA[Acquisition of knowledge]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Self-learning]]></kwd>
<kwd lng="en"><![CDATA[Learning strategies]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
</kwd-group>
</article-meta>
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