<?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>S2175-35202025000100026</article-id>
<article-id pub-id-type="doi">10.23925/2175-3520.2025i58p26-36</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[LEMBRAR PARA APRENDER: A EVOCAÇÃO DE MEMÓRIAS ENQUANTO UMA ESTRATÉGIA DE APRENDIZAGEM]]></article-title>
<article-title xml:lang="en"><![CDATA[Recall to retain: the practice of retrieval as a learning strategy]]></article-title>
<article-title xml:lang="es"><![CDATA[Recordar para aprender: la evocación de los recuerdos como estrategia de aprendizaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jaeger]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<numero>58</numero>
<fpage>26</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202025000100026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202025000100026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202025000100026&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Inúmeros estudos demonstram que o ato de lembrar intencionalmente conteúdos estudados pode promover a retenção destes conteúdos na memória de longo prazo, o que traz a possibilidade de se utilizar a &#8220;prática da lembrança&#8221; como uma estratégia de estudo. O objetivo do presente trabalho foi discutir os desafios da aplicação desta estratégia em contextos escolares, especialmente contextos escolares brasileiros. Além disso, o presente trabalho objetivou apresentar e discutir as principais propostas teóricas contemporâneas sobre os mecanismos subjacentes aos benefícios desta prática. A discussão da literatura demonstrou que a prática da lembrança apresenta benefícios importantes para o aprendizado em sala de aula, especialmente quando seguida de feedback corretivo e conduzida de maneira espaçada. Em contextos brasileiros, ela se mostra benéfica para o aprendizado de fatos científicos e ortografia por crianças do ensino fundamental, embora ainda exista uma importante escassez de trabalhos conduzidos no Brasil. Por fim, as principais teorias sobre os benefícios da prática da lembrança são apresentadas e discutidas, evidenciando uma ausência de consenso sobre os mecanismos subjacentes aos seus benefícios. Em conjunto, se torna evidente a necessidade de mais pesquisas translacionais, especialmente examinando os benefícios da prática da lembrança em relação a demais atividades tipicamente conduzidas em sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Numerous studies have shown that the intentional recall of studied materials can promote the long-term retention of those materials, which raises the possibility of adopting such practice of retrieval as a study strategy. The goal of the present study was to discuss the challenges regarding the application of this strategy in school contexts, especially in Brazilian schools. In addition, the present work aimed at presenting and discussing the main contemporary theoretical proposals on the mechanisms underlying the benefits of this practice. The reviewed literature demonstrates that retrieval practice has important benefits for learning in classroom environments, especially when followed by corrective feedback and conducted in a spaced manner. In Brazilian contexts, it has already been shown to be beneficial for the learning of scientific facts and spelling by elementary school children, although studies on retrieval practice conducted in Brazil are still scarce. Finally, the main theoretical frameworks about the benefits of retrieval practice are presented and discussed, evincing a lack of consensus on the mechanisms underlying such benefits. Taken together, the need for more translational research becomes clear, especially examining the benefits of retrieval practice in comparison to other activities typically conducted in classroom settings.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Numerosos estudios han demostrado que el acto de recordar intencionadamente los contenidos estudiados puede favorecer la retención de estos contenidos en la memoria a largo plazo, lo que brinda la posibilidad de utilizar la "práctica de recordar" como estrategia de estudio. El objetivo del presente estudio fue discutir los desafíos de la aplicación de esta estrategia en contextos escolares, especialmente en contextos escolares brasileños. Además, el presente trabajo tuvo como objetivo presentar y discutir las principales propuestas teóricas contemporáneas sobre los mecanismos que subyacen a los beneficios de esta práctica. La discusión de la literatura demostró que la práctica de recordar tiene beneficios importantes para el aprendizaje en el aula, especialmente cuando es seguida por feedback correctivo y se lleva a cabo de manera espaciada. En el contexto brasileño, se ha demostrado que es beneficioso para el aprendizaje de los hechos científicos y la ortografía de los niños de enseñanza básica, aunque todavía hay una escasez significativa de estudios realizados en Brasil. Finalmente, se presentan y discuten las principales teorías sobre los beneficios de la práctica del recuerdo, evidenciando una falta de consenso sobre los mecanismos que subyacen a sus beneficios. En conjunto, se hace evidente la necesidad de más investigación traslacional, especialmente examinando los beneficios de la práctica del recuerdo en relación con otras actividades que normalmente se realizan en el aula.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Memória]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[prática da lembrança]]></kwd>
<kwd lng="en"><![CDATA[Memory]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[retrieval practice]]></kwd>
<kwd lng="es"><![CDATA[Memoria]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[práctica del recuerdo]]></kwd>
</kwd-group>
</article-meta>
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