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A pesquisa objetivou identificar semelhancas e divergencias no uso das seguintes estrategias metacognitivas entre leitores proficientes indexadores e nao-indexadores: incompreensao monitorada, construcao de hipotese, relacao de informacoes entre sentencas e paragrafos, pergunta-resposta, elaboracao mental de resumo, juizo de valor, repeticao e evocacao. O metodo utilizado foi o protocolo verbal, que possibilita a obtencao de relatos individuais da propria cognicao durante a execucao de uma tarefa ou a medida que esteja sendo relembrada.A leitura de dois textos foi aplicada a sete indexadores e a sete sujeitos do grupo-controle. Os resultados demonstram que os indexadores leem de modo semelhante aos sujeitos do grupo-controle, divergindo apenas em relacao as estrategias de elaboracao de resumo. Tambem foi testada uma questao metodologica relacionada ao texto, em sua condicao marcada e nao marcada. Conclui-se pela necessidade de se introduzir formalmente o ensino de estrategias metacognitivas no treinamento de leitura do indexador. Palavras-chave Analise de assunto. Estrategias metacognitivas. Leitura. Use of metacognitive strategies in the indexer reading Abstract This research aimed to identify similarities and differences in the use of the following metacognitive strategies between proficient readers professional indexers and non-indexers: monitoring non-comprehension, hypothesis construction, the relation between sentence and paragraph, question-&-answer, the mental development of summarization, value judgment, repetition and recall. The method applied was the verbal (think-aloud) protocol which allows for the retention of individual reports of personal cognitive processes during the exercise of the task, or to the extent that these can be recalled. The reading of two texts was applied to seven indexers and to seven informants of a control group. The results show that the indexers read in a similar way to the control group, differentiated only in terms of strategies of summary construction. The methodological question related to the markedness ornon-markedness of the text was also tested. The conclusion was in favor of the need to formally introduce the teaching of metacognitive strategies in the training of the indexer in reading. Keywords Subject analysis. Metacognitive strategies. Reading.

Uso de estratégias metacognitivas na leitura do indexador