<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Educ. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812014000300544</article-id>
<article-id pub-id-type="doi">10.1590/S2176-6681/305811495</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprender no ensino superior: relações com a predisposição dos estudantes para o envolvimento na aprendizagem ao longo da vida]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning in higher education: relations with the predisposition of students to be involved in lifelong learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Rita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Angélica Reis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[José António Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Superior de Educação Jean Piaget  ]]></institution>
<addr-line><![CDATA[Vila Nova de Gaia ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Aberta Departamento de Educação e Ensino a Distância ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<volume>95</volume>
<numero>241</numero>
<fpage>544</fpage>
<lpage>566</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812014000300544&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812014000300544&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812014000300544&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Pretende analisar a rela&#231;&#227;o entre a aprendizagem, com base na apropria&#231;&#227;o que os estudantes fazem das diferentes formas de aprender e de estudar, e a disposi&#231;&#227;o que apresentam para se envolver em atividades de aprendizagem ao longo da vida (ALV). O rationale te&#243;rico inscreve-se na Teoria de Biggs (1987), no que concerne &#224;s abordagens de aprendizagem por parte do estudante, e no princ&#237;pio orientador da ALV. Procedemos a um estudo comparativo-correlacional, com uma amostra constitu&#237;da por 163 estudantes do ensino superior. As abordagens de aprendizagem foram avaliadas por meio da tradu&#231;&#227;o luso-portuguesa da valida&#231;&#227;o brasileira da escala Revised Two-factor Study Process Questionnaire (R-SPQ-2F). Os resultados obtidos permitem-nos associar a abordagem profunda a algumas caracter&#237;sticas do aprendiz ao longo da vida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The current investigation proposes to analyze the relationship between learning, based on the appropriation that students make of the different ways of learning and studying, and their willingness to be involved in lifelong learning (LL) activities. The theoretical rationale is inscribed in the Biggs' Theory (1987), concerning the student's approach to learning, and under the guiding principle of LL. We present a correlational study, with a sample of 163 higher education students. The approaches to learning were supported by the Revised Two-factor Study Process Questionnaire (R-SPQ-2F). The results obtained allow us to associate the deep approach to some characteristics of learners throughout their life.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Estilos de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem ao Longo da Vida]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Learning Styles]]></kwd>
<kwd lng="en"><![CDATA[Lifelong Learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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