<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202015000200037</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20150013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estrat&#233;gias de aprendizagem autorregulat&#243;ria no ensino superior: escrita de um artigo cient&#237;fico]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-regulatory learning strategies in higher education: writing a scientific article]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprender estratégias autorregulación en educación superior: escritura de un artículo científico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Verônica Rodriguez]]></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[,Universidad Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<numero>41</numero>
<fpage>37</fpage>
<lpage>49</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202015000200037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202015000200037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202015000200037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este artigo tem como objetivo analisar se as estrat&#233;gias de aprendizagem autorregulat&#243;rias desenvolvidas em uma pr&#225;tica de ensino reflexiva contribu&#237;ram para a forma&#231;&#227;o de alunos autorregulados e possibilitaram a promo&#231;&#227;o de avan&#231;os na aprendizagem de alunos do ensino superior relativas &#224; escrita de um artigo cient&#237;fico. A pr&#225;tica de ensino reflexiva desenvolveu-se durante seis encontros nos quais buscou-se perceber a tomada de consci&#234;ncia, o controle e a gest&#227;o do aluno em seu processo de aprendizagem. Iniciou-se a pesquisa com a aplica&#231;&#227;o do question&#225;rio CEA (Conhecimento de Estrat&#233;gias Autorregulat&#243;rias), seguido das &#8220;Oficinas de desenvolvimento de estrat&#233;gias autorregulat&#243;rias da aprendizagem&#8221; as quais tiveram como objetivo principal, para os sujeitos pesquisados, aprender estrat&#233;gias para a escrita de artigos cient&#237;ficos e, para a pesquisadora, analisar se as estrat&#233;gias utilizadas nessa pr&#225;tica reflexiva promoveriam a autorregula&#231;&#227;o para a escrita de artigos cient&#237;ficos. Ao final dos encontros, ap&#243;s seis meses da interven&#231;&#227;o, aplicou-se novamente o question&#225;rio CEA em uma entrevista semiestruturada. Da an&#225;lise dos dados, emergiram duas categorias: 1) Estrat&#233;gias Cognitivas e Metacognitivas; 2) Estrat&#233;gias Motivacionais; que articuladas entre si contribuem significativamente para a forma&#231;&#227;o de um aluno autorregulado. Conclui-se que os dados refor&#231;am a import&#226;ncia do conhecimento de estrat&#233;gias autorregulat&#243;rias nos processos de aprendizagem, a fim de que o aluno universit&#225;rio seja capaz de atingir seus objetivos diante das tarefas, promovendo uma consci&#234;ncia reflexiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This article aims to examine whether self-regulatory learning strategies developed in a practice of reflective teaching contributed to the formation of self-regulated learners and enabled the promotion of advances in the learning of a group of students in higher education to support them in a scientific article production. The practice of reflective teaching, developed during six meetings, found if the student showed awareness, control and management of their learning process. We started the research with the questionnaire CEA (Knowledge of self-regulatory strategies), followed by six &#8220;Workshops for development of self-regulatory learning strategies&#8221;. These meetings mainly aimed for those individuals surveyed, learn strategies for writing papers and for the researcher to analyze the strategies used in this reflective practice in higher education, would promote self-regulation by stimulating the processes students learn college. At the end of the meetings, 6 months after the intervention was applied CEA questionnaire and a semi-structured interview. From the data analysis, two categories emerged: 1) Cognitive and Metacognitive Strategies; 2) Motivational Strategies; that articulated between them indicate that contributed significantly to the formation of the self-regulated learner. We conclude that the data support the importance of the knowledge of self-regulatory strategies in the learning process, so that the university student is able to achieve their goals in tasks, promoting a reflective consciousness.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Este art&#237;culo tiene como objetivo analizar si las estrategias de aprendizaje, de autorregulaci&#243;n desarrolladas en la pr&#225;ctica de la ense&#241;anza reflexiva, contribuyeron a formaci&#243;n de estudiantes autorregulados y permitieron la promoci&#243;n de los avances en la aprendizaje de un grupo de estudiantes de educaci&#243;n superior para la producci&#243;n de un art&#237;culo cient&#237;fico. La pr&#225;ctica de la ense&#241;anza reflexiva se desarroll&#243; durante seis reuniones: pesquis&#243;, a partir de las estrategias de aprendizaje de autorregulaci&#243;n, si estudiante mostro conciencia, control y gesti&#243;n de su proceso de aprendizaje. Comenz&#243; la investigaci&#243;n con la aplicaci&#243;n del cuestionario CEA (Conocimiento de Estrategias de Autorregulaci&#243;n), seguido de seis &#8220;Talleres de desarrollo de estrategias de autorregulaci&#243;n de la aprendizaje&#8221; como objetivo principal, para los sujetos, aprender estrategias para escribir art&#237;culos cient&#237;ficos y, para el investigador , analizar si las estrategias utilizadas en esta pr&#225;ctica reflexiva, promueven la autorregulaci&#243;n mediante la estimulaci&#243;n de los procesos de aprendizaje de los estudiantes de la universidad. Seis meses despu&#233;s de la intervenci&#243;n, se aplic&#243; de nuevo cuestionario CEA y una entrevista semi-estructurada. Del an&#225;lisis de datos, emergieron categor&#237;as: 1) Estrategias cognitivas y metacognitivas; 2) Estrategias de motivaci&#243;n. Os datos apoyan la importancia del conocimiento de las estrategias de autorregulaci&#243;n en el proceso de aprendizaje, por lo que el estudiante universitario es capaz de alcanzar sus objetivos en las tareas, con promoci&#243;n de una conciencia reflexiva.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[Prática de Ensino Reflexiva]]></kwd>
<kwd lng="pt"><![CDATA[Estratégia de Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Self-Regulation]]></kwd>
<kwd lng="en"><![CDATA[Practice of Reflexive Teaching]]></kwd>
<kwd lng="en"><![CDATA[Learning Strategies]]></kwd>
<kwd lng="es"><![CDATA[Autorregulación;la Práctica de la Enseñanza Reflexiva]]></kwd>
<kwd lng="es"><![CDATA[Estrategia de Aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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