Em busca de caminhos que promovam a autorregulação: uma experiência com uma professora e seus alunos do ensino fundamental.

Abstract

Investigations of how students become self-regulating learners have been the target of researchers for decades. Research has provided evidence on the connection between the development of self-regulation in students, the proper use of learning strategies, and high school performance. In this sense, this research aims to investigate the impact of teacher actions in promoting and strengthening self-regulation of student learning. In order to reach these objectives, this dissertation is structured in three studies. The first study presented the panorama of national and international publications on self-regulation learning. The results indicated that most publications studied self-regulation learning related to 20 other constructs or variables, the Cognitive Social Theory is the predominant theoretical approach,empirical studies, using a qualitative approach, in higher education level and article format were prevalent. The second study investigated if 16 students from the sixth grade of a public school in the countryside of São Paulo State, Brazil, resort to the adequate use of learning strategies during the study; as well as verify if, after a period of intervention on self-regulation learning, the students demonstrated to make more use of learning strategies and to analyze the possible differences in the scores considering the variable sex. Data were obtained through the Learning Strategies Assessment Scale for Elementary Education (EAVAP-EF). The results showed that participants did not use learning strategies satisfactorily at the time of the study, there was no statistically significant difference between the results of the first and second application of the scale and, finally, the girls presented better scores in the total punctuation of the scale as well asin the metacognitive factor when compared to boys.The third study aimed to analyze the influence of the teacher's actions in the self-regulation learning of hersixth grade students; to investigate the teacher's conceptions regarding self-regulation learning; to promote interventions with the teacher in order to build actions that facilitate the self-regulatory learning process in her students and to analyze if, after the interventions, the students were more self-regulated in the perspective of the participants and the teacher. The results revealedthat the teacher should act explicitly as a mediator in the development of cognitive and metacognitive skills in order to develop and strengthen self-regulated learning.In addition, from the perspective of the participating teacher, after the intervention, students have become more aware of their responsibility towards learning as well as more attentive to the use of self-regulatory learning strategies in the context of study.