<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492022000200084</article-id>
<article-id pub-id-type="doi">10.17058/rea.v30i2.14046</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Promoção de estratégias de aprendizagem no ensino superior: desafios para aprender]]></article-title>
<article-title xml:lang="en"><![CDATA[Promotion of learning strategies in university education: challenges to learn]]></article-title>
<article-title xml:lang="es"><![CDATA[Promoción de estrategias de aprendizaje en la educación superior: desafíos para aprender]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Avila]]></surname>
<given-names><![CDATA[Luciana Toaldo Gentilini]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frison]]></surname>
<given-names><![CDATA[Lourdes Maria Bragagnolo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<volume>30</volume>
<numero>2</numero>
<fpage>84</fpage>
<lpage>98</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492022000200084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492022000200084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492022000200084&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste estudo foi analisar contribuições da oficina &#8220;Como aprender na universidade?&#8221;, oferecida a estudantes de diferentes cursos de graduação de uma Universidade Pública. A oficina buscou identificar desafios para aprender, estratégias autoprejudiciais e oportunizar a autorregulação da aprendizagem dos estudantes. Conforme os resultados, os desafios dos estudantes estão relacionados à gestão do tempo e à falta de organização para estudar, sendo que a estratégia autoprejudicial mais pontuada foi a procrastinação. A pesquisa mostrou que são possíveis mudanças e avanços no comportamento dos estudantes para aprender desde que esses queiram e tenham oportunidades para esse propósito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study objective was to analyze contributions from &#8220;How to learn at the university?&#8221; workshop, offered to students from different undergraduate careers at a Public University. The workshop sought to identify learning challenges, self-harmful strategies, and to create opportunities for self-regulation of student learning. According to the results, the students' challenges are related to time management and lack of organization to study, and the most punctuated self-harm strategy was procrastination. The research showed that changes and advances in the behavior of students to learn are possible as long as they want and have opportunities for this.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este estudio fue analizar las contribuciones del taller &#8220;¿Cómo aprender en la universidad?&#8221;, ofrecido a estudiantes de diferentes carreras de una Universidad Pública. El taller buscó identificar los desafíos para aprender estrategias auto perjudiciales, y profundizar la autorregulación del aprendizaje de los estudiantes. Conforme a los resultados, los desafíos de los estudiantes están relacionados a la gestión del tiempo, y a la falta de organización para estudiar, siendo que la estrategia auto perjudicial más destacada fue la procrastinación. La investigación mostró que son posibles los cambios y avances en el comportamiento de los estudiantes para aprender siempre que ellos quieran, y tengan oportunidades para este propósito.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estratégias autoprejudiciais]]></kwd>
<kwd lng="pt"><![CDATA[Autorregulação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="en"><![CDATA[Self-harming strategies]]></kwd>
<kwd lng="en"><![CDATA[Learning self-regulation]]></kwd>
<kwd lng="en"><![CDATA[University Education]]></kwd>
<kwd lng="es"><![CDATA[Estrategias auto perjudiciales]]></kwd>
<kwd lng="es"><![CDATA[Autorregulación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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