Prática reflexiva realizada no ensino superior: estratégias de aprendizagem propulsoras para a formação de alunos autorregulados

• Ano de defesa: 2012
• Autor(a) principal: Fernandes, Verônica Rodriguez
• Orientador(a): Frison, Lourdes Maria Bragagnolo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Autorregulação; Prática de ensino reflexiva; Estratégia de aprendizagem
• Palavras-chave em Inglês: Self-regulation; Practice of reflexive teaching; Learning strategies
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/123456789/1621

Recent studies have demonstrated the importance of an active participation of the student in the learning process of contents through the appropriate use of learning strategies, planning of tasks and self-evaluation of outcomes. Based on this rationale, the intervention "Practice of Reflexive Teaching" was implemented, aiming to investigate if the self-regulatory strategies employed in this practice contributed to promote self-regulated students. It was also aimed to verify, based on the employed strategies, if the student revealed greater consciousness, control and management of the learning process, considered key aspects of the self-regulated learning. The research started with the CEA Questionnaire (Conhecimento de Estratégias Autoregulatórias - Knowledge of Self-Regulatory Strategies), developed by Rosário (2007), followed by six meetings called "Workshops for developing learning self-regulatory strategies". For the participants, the workshop's main aim was to learn strategies for writing scientific articles. For the investigator, the main aim was to analyze if the employed strategies in the reflexive practice in the higher education would promote self-regulation, stimulating the learning processes of university students. After the six months of intervention, the CEA Questionnaire was applied for the second time, as well as a semi-structured interview. Data analyses revealed two categories: Cognitive and Metacognitive Strategies; 3) Motivational Strategies. Their interrelation ship indicate that they significantly contributed to the formation of the self-regulated student. It is concluded that the data highlight the importance of knowing self-regulatory strategies in the learning process, in order for the university student to be able to accomplish the task objectives, promoting a reflexive consciousness.