<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000401909</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i4p1909-1929</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CRENÇAS DE AUTOEFICÁCIA NA EDUCAÇÃO: REVISÃO SISTEMÁTICA DO PERÍODO 2007-2017]]></article-title>
<article-title xml:lang="en"><![CDATA[BELIEFS OF SELF-EFFICACY IN EDUCATION: SYSTEMATIC REVIEW OF THE PERIOD 2007-2017]]></article-title>
<article-title xml:lang="es"><![CDATA[CREENCIAS DE AUTOEFICACIA EN LA EDUCACIÓN: REVISIÓN SISTEMÁTICA DEL PERÍODO 2007-2017]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[Elis Regina da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ASSIS]]></surname>
<given-names><![CDATA[Maria Paulina de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>4</numero>
<fpage>1909</fpage>
<lpage>1929</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000401909&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000401909&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000401909&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ RESUMO Considerando a importância das crenças de autoeficácia no processo de ensino e de aprendizagem, o presente artigo propõe uma revisão sistemática das publicações de teses e dissertações sobre crenças de autoeficácia e educação apresentadas para defesa no período de 2007-2017, catalogadas na base de dados da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Após análise a partir de critérios baseados na revisão sistemática, foram selecionados 92 trabalhos, sendo 30 teses e 62 dissertações, apresentadas em bancas de defesa em 33 universidades brasileiras, sendo 22 públicas e 11 privadas. Destacam-se com o maior número de trabalhos as universidades públicas das regiões Sudeste e Sul, sendo a Universidade Estadual de Campinas (UNICAMP) a com o maior número (26), seguida pela Universidade Federal do Rio Grande do Sul (UFRGS), com nove trabalhos. Assim, cerca de 40% das pesquisas efetuadas no período estudado foram realizadas nessas duas universidades. A análise dos dados mostra um crescimento dos trabalhos a partir de 2014, sendo 2017 o ano com o maior número de defesas (22) no período considerado. Uma análise qualitativa preliminar destaca que a maioria dos trabalhos trata das crenças de autoeficácia docente, sendo as disciplinas Matemática, Física e Música as que aparecem como temas de pesquisa em vários trabalhos. Além disso, verificou-se a escassez de pesquisas sobre crenças de autoeficácia na educação familiar e de estudos de caráter quase experimental e experimental na construção de crenças de autoeficácia. Por fim, aponta-se a necessidade de intervenções e estudos desenvolvimentais que utilizem essa temática. Este trabalho mostra a importância da universidade pública no fomento à pesquisa sobre as crenças de autoeficácia na educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Considering the importance of the beliefs of self-efficacy in the teaching-learning process, this article presents a systematic review of the thesis and dissertations on self-efficacy and education beliefs presented for defense in the 2007-2017 period catalogued in the Coordination for the Improvement of Higher Education Personnel (CAPES) database. After analysing with criteria based on the methodology of the systematic review, 92 papers were selected 30 theses and 62 dissertations presented in university databases, in 33 Brazilian universities, of which 22 were public and 11 were private. The highest number of papers are from public universities in the Southeast and South regions, being the Campinas State University (UNICAMP) the one with the highest number of papers (26), followed by Federal University of Rio Grande do Sul (UFRGS) with 9 papers. Thus, about 40% of the research in the period investigated were carried out in these two universities. The analysis of the data shows a growth of the papers from 2014 on, being 2017 the year with the largest number of defenses (22) in the period studied. A preliminary qualitative analysis emphasises that most of the works deal with the beliefs of teacher self-efficacy, and Mathematics, Physics and Music are those that appear as research themes in several works. It was also observed there was a shortage of research on beliefs about self-efficacy in family education, and almost experimental and experimental studies in the construction of self-efficacy beliefs. Finally, it is pointed out the necessity of interventions and developmental studies using this theme. This article shows the importance of the public university in fostering research on the beliefs of self-efficacy in education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Teniendo en cuenta la importancia de las creencias de autoeficacia en el proceso de enseñanza-aprendizaje, este artículo presenta una revisión sistemática de las tesis y disertaciones sobre la autoeficacia y las creencias educativas presentadas para defensa en el período 2007-2017 catalogados en la base de datos de la CoordinacióndeEducación SuperiordePersonaldeMejora (Capes). Luego de analizar con criterios basados &#8203;&#8203;en la metodología de la revisión sistemática, se seleccionaron 92 trabajos, presentadas en 33 universidades brasileñas (22 públicas y 11 privadas). El mayor número de artículos proviene de universidades públicas en las regiones Sureste y Sur (UNICAMP con 26 e UFRGS con 9 trabajos). Así, alrededor del 40% de los estudios en el período se llevaron a cabo en estas dos universidades. El análisis de los datos muestra un crecimiento de los estudios a partir de 2014, siendo 2017 el año con el mayor número de defensas (22) en el período estudiado. Un análisis cualitativo preliminar enfatiza que la mayoría de los trabajos tratan con las creencias de la autoeficacia de los maestros, y las disciplinas de Matemáticas, Física y Música aparecen como temas de investigación en varios trabajos. Además, hubo una escasez de investigaciones sobre las creencias sobre la autoeficacia en la educación familiar, y estudios casi experimentales y experimentales en la construcción de las creencias de autoeficacia. Finalmente, se señala la necesidad de intervenciones y estudios de desarrollo que utilicen este tema. Este artículo muestra la importancia de la universidad pública para fomentar la investigación sobre las creencias de la autoeficacia en la educación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Crenças de autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Revisão sistemática]]></kwd>
<kwd lng="en"><![CDATA[Self-efficacy beliefs]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Systematic review]]></kwd>
<kwd lng="es"><![CDATA[Creencias de autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Revisión sistemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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