Resumo

ZANOTTO GONZALEZ, Mercedes  e  GAETA GONZALEZ, Martha Leticia. Epistemological Beliefs, the Reading of Multiples Texts, and Learning in Doctoral Programs in Education. RMIE [online]. 2017, vol.22, n.74, pp.949-976. ISSN 1405-6666.

The objective of this study is to analyze the epistemological conceptions of doctoral students regarding educational research, and the relationship with the strategic processes of reading multiple texts and the learning students construct, based on the reading process. Five doctoral students in the third semester participated. The methodological strategy was a questionnaire based on the Topic-Specific Epistemic Belief Questionnaire (TSEBQ) to identify epistemological beliefs, verbal protocols to detect reading strategies, and a pre-post questionnaire of knowledge of research paradigms in education. The results showed agreement between epistemological beliefs of an ingenuous type, difficulties in applying reading strategies, and the self-regulation of intertextual reading comprehension. A significant relationship was observed between greater learning and sophisticated epistemological beliefs regarding the source and justification of knowledge.

Palavras-chave : student beliefs; metacognition; reading comprehension; learning; education..