Auto-regulação da aprendizagem: atuação do pedagogo em espaços não-escolares

• Ano de defesa: 2006
• Autor(a) principal: Frison, Lourdes Maria Bragagnolo
• Orientador(a): Abrahão, Maria Helena Menna Barreto
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; PEDAGOGIA; PROFESSORES - ATUAÇÃO PROFISSIONAL; EDUCAÇÃO INFORMAL; EDUCAÇÃO CONTINUADA; APRENDIZAGEM
• Link de acesso: http://hdl.handle.net/10923/2739

This study aims to comprehend deeply the understanding about self-regulation theory, which is conceptualized as a process in which the individuals develop strategies to reach their established goals, as well as interacting with their expectations. In this process, the individuals also create conditions for their learning. Through qualitative methodology and a multiple case study, this study is justified because it is necessary to know how to learn throughout life, keeping the ability of learning activated which, if it is added to other knowledge, it will be applied to professional practices and functions. It is a not so studied and researched theme in Brazil. However, it can represent development in how to understand self-regulatory processes that happen in non-scholar spaces and in pedagogue’s actions. The research problem is: what are the characteristics, phases, and principles of self-regulation of learning which are present in pedagogue’s actions in non-scholar educational spaces? This research defends the thesis that the self-regulation of learning in non-scholar educational spaces is a determinant potential factor to pedagogue’s action to form individuals who work in non-scholar educational spaces. Through theoretical and empirical analysis of the competences, which are indispensable to the pedagogues, the main goals of this research are: to conceptualize the learning and the selfregulation of learning; to identify and to comprehend the actions related to the construction of the self-regulated learning developed by pedagogues in non-scholar spaces, in order to suggest referential points to self-regulator pedagogue’s action (he/she also self-regulated) in non-scholar spaces.It understands as non-scholar spaces the systematic organized educational activities realized out of the formal system of teaching, aiming to provide systematic and continued learning to students-workers, who received this name because they not only do work tasks but also are in constant formation and learning process in their workplaces. The corpus of this research has the experience of thirteen pedagogues who work in different nonscholar spaces, such as public and private business organizations, governmental organizations, non-governmental organizations, and foundations. This research also presents contributions derived from a pilot study realized in Portugal with three professional graduated at Universidade de Lisboa, Faculdade de Ciências da Educação. The data analysis leads to understand the self-regulation of learning theory and the self-regulator (and self-regulated) pedagogue’s action in the students-workers’ learning in non-scholar educational spaces. The categories of analysis are the archetype of the self-regulator pedagogue’s actions in pedagogic, technician, and human dimension; pedagogue’s competence related to the construct of the self-regulation of learning and principles of the self-regulation of learning perceived in pedagogues’ practice. In professional action, the student-worker is the protagonist of his/her learning and the pedagogue is someone who interferes, mobilizing and stimulating specific processes that intend to create, to implement, to adjust teaching strategies to worker’s learning.The empirical data analysis leads to conclude that the pedagogue must be self-regulated to have a self-regulatory action. This evidence can open a new study. As a final result of this study, it is presented an action proposal in which the self-regulated pedagogue can use it to self-regulate the students-workers’ learning.