<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000100003</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.064.ds02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estilos de Aprendizagem: evidências a partir de uma revisão sistemática da literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning Styles: evidence from a systematic literature review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ikeshoji]]></surname>
<given-names><![CDATA[Elisangela Aparecida Bulla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Terçariol]]></surname>
<given-names><![CDATA[Adriana Aparecida de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[Birigui SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Nove de Julho  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>64</numero>
<fpage>23</fpage>
<lpage>49</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Entende-se que o professor, ao conhecer seu estilo de ensino, pode alinhar de maneira mais adequada as estratégias de ensino, para contribuir com a aprendizagem significativa do aluno, segundo o seu estilo de aprendizagem. Nesse sentido, o objetivo principal deste artigo foi evidenciar como os estilos de aprendizagem contribuem com processo de ensino na educação básica e no ensino superior. Visando alcançar o objetivo proposto, realizou-se uma pesquisa exploratória, a partir de um levantamento sistemático da literatura, com o intuito de se buscar produções nas bases de dados do Portal de Periódicos da CAPES, ProQuest e SCOPUS, que focam os estilos de aprendizagem segundo a teoria de Alonso, Gallego e Honey (1994). Os critérios de inclusão adotados foram: teoria de Alonso, Gallego e Honey; sem parâmetro quanto ao período de publicação; artigos e/ou anais de eventos; independentemente do qualis do periódico e/ou evento. Portanto, a identificação dos estilos de aprendizagem pode ser um ponto de partida para a sistematização do complexo processo de ensino e de aprendizagem. Entende-se que o reconhecimento desses estilos pode contribuir com a minimização das lacunas existentes no processo de ensino e aprendizagem, uma vez que podem ser utilizados no contexto escolar para se abordar o currículo, nos diferentes níveis de ensino, de forma mais efetiva e significativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract It is understood that the teacher, knowing his teaching style, can better align the teaching strategies to contribute to the student's significant learning, according to his learning style. In this sense, the main objective of this article was to highlight how learning styles contribute to the teaching process in basic and university education. In order to achieve the proposed objective, an exploratory research was carried out, based on a systematic survey of the literature, in order to search for productions in the databases of the CAPES, ProQuest and SCOPUS Journal Portal, that focus on learning styles according to the theory of Alonso, Gallego and Honey (1994). The inclusion criteria adopted were: Alonso, Gallego and Honey theory; without parameter regarding the publication period; articles and / or annals of events; regardless of the journal's qualifications and / or event. Therefore, the identification of learning styles can be a starting point for the systematization of the complex teaching and learning process. It is understood that the recognition of these styles can contribute to minimize the gaps in the teaching and learning process, once they can be used in the school context to approach the curriculum, at different levels of education, in a more effective and meaningful way.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se entiende que el maestro, al conocer su estilo de enseñanza, puede alinear mejor las estrategias de enseñanza, para contribuir al aprendizaje significativo del estudiante, de acuerdo con su estilo de aprendizaje. En este sentido, el objetivo principal de este artículo fue destacar cómo los estilos de aprendizaje contribuyen al proceso de enseñanza en la educación básica y la educación superior. Para lograr el objetivo propuesto, se llevó a cabo una investigación exploratoria, basada en una encuesta sistemática de la literatura, con el fin de buscar producciones en las bases de datos de CAPES, ProQuest y SCOPUS Journal Portal, que se centran en los estilos de aprendizaje según la teoría de Alonso, Gallego y Honey (1994). Los criterios de inclusión adoptados fueron: teoría de Alonso, Gallego y Honey; sin parámetro con respecto al período de publicación; artículos y/o anales de eventos; independientemente de las calificaciones y/o eventos de la revista. Por lo tanto, la identificación de los estilos de aprendizaje puede ser un punto de partida para la sistematización del complejo proceso de enseñanza y aprendizaje. Se entiende que el reconocimiento de estos estilos puede contribuir a minimizar las brechas en el proceso de enseñanza y aprendizaje, ya que pueden usarse en el contexto escolar para abordar el plan de estudios, en diferentes niveles de educación, de una manera más efectiva y significativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estilos de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Estilos de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de Ensino]]></kwd>
<kwd lng="en"><![CDATA[Learning Styles]]></kwd>
<kwd lng="en"><![CDATA[Teaching Styles]]></kwd>
<kwd lng="en"><![CDATA[Learning Strategies]]></kwd>
<kwd lng="en"><![CDATA[Teaching Strategies]]></kwd>
<kwd lng="es"><![CDATA[Estilos de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Estilos de Ensenañza]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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