<?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>S1981-416x2020000100006</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.064.ds05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Como aprendem estudantes universitários? Estudo de caso sobre estratégias e estilos de aprendizagem]]></article-title>
<article-title xml:lang="en"><![CDATA[How university students learn? Case study about strategies and styles of learning]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Cómo aprenden los estudiantes universitarios? Estudio de caso sobre estrategias y estilos de aprendizaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mineiro]]></surname>
<given-names><![CDATA[Márcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[D&#8217;Ávila]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[Vitória da Conquista BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></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>93</fpage>
<lpage>122</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo tem como temática central os estilos de aprendizagem em contexto universitário. Objetivou-se em âmbito geral: Analisar compreensivamente as estratégias de aprendizagem referidas por discentes de um curso de Ciências Contábeis, em uma Universidade pública na Bahia, inferindo sobre seus estilos de aprendizagem preferenciais. Como objetivos específicos, pretende-se levantar as estratégias de aprendizagem prevalentes e inferir sobre os estilos de aprendizagem prevalentes dos alunos. Crê-se que ao atingir os objetivos, o material produzido pode servir de auxílio às escolhas inerentes à mediação didática em contexto universitário com vistas a uma docência emancipadora. Buscou-se apoio na literatura concernente aos estilos de aprendizagem que mantém congruência com aprendizagem de adultos, bem como com a teoria da aprendizagem significativa. A investigação é de abordagem qualitativa, interpretativa, adotando-se como método procedimental um estudo de caso único instrumental. Utilizou-se questionário misto eletrônico e grupo focal para a produção dos dados, examinados mediante a análise de conteúdo de orientação francesa com categorias a posteriori. Encontraram-se estratégias prevalentes, as quais estando congruentes com os variados estilos subjetivos de aprendizagem, ao longo da vida acadêmica dos discentes pesquisados, podem fomentar melhores condições para aprender e atuar assertivamente na sociedade. Concluiu-se, ainda, que o aspecto socioemocional influencia nos estilos de aprendizagem e suas preferências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article has as central subject the learning styles in higher educational context. Its main objective is to analyse comprehensively the learning strategies referred by accounting students in a Public University in Bahia inferring about their preferential learning styles. It has as specific objectives to identify the preferential strategies and to infer about the students prevalent learning styles. It is believed that the material produced after reaching the objectives can serve as an aid to inherent didactic mediation´s choices aiming an emancipatory teaching in a university context. It is supported by the literature concerned with learning styles, which is consistent with adult learning, as well as significant learning theory. The research has a qualitative interpretative approach, adopting as a procedural method a single instrumental case study. A mixed electronic questionnaire and focus group were used for the data&#8217;s production that were analyzed by French content analysis with posteriori categories. It was found the prevalent strategies, which being congruent with the varied subjective learning styles throughout the academic life of the researched students may foster better conditions to learn and act assertively in society, it was also concluded that the social-emotional aspect influences the learning styles and in their preferences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo tiene como temática central los estilos de aprendizaje en contexto universitario. El objetivo en ámbito general es: analizar comprehensivamente las estrategias de aprendizaje referidas por alumnos de un curso de Ciencias Contables, en una universidad pública en Bahia, infiriéndose sobre sus estilos de aprendizaje preferenciales. Como objetivos específicos, se pretende identificar las estrategias de aprendizaje prevalentes e inferir sobre los estilos de aprendizaje prevalentes de los alumnos. Se cree que al atender a los retos, el material producido puede servir de ayuda a las escojas inherentes a la mediación didáctica en contexto universitario objetivando una docencia emancipadora. Se buscó apoyo en la literatura concerniente a los estilos de aprendizaje que mantienen congruencia con el aprendizaje de adultos, y también con la teoría del aprendizaje significativo. La investigación es de abordaje cualitativa, interpretativa, adoptándose como método procedimental un estudio de caso único instrumental. Se utilizó cuestionario mezclado electrónico y grupo focal para la producción de datos, analizados según el análisis de contenido de orientación francesa con categorías posteriores. Se encontraron estrategias prevalentes, las cuales siendo congruentes con los variados estilos subjetivos de aprendizaje a lo largo de la vida académica de los estudiantes investigados pueden fomentar mejores condiciones para aprender y actuar asertivamente en sociedad, aún se concluyó que el aspecto socioemocional influye en los estilos de aprendizaje y sus preferencias.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Estilos de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Learning styles]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Estilos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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