As estratégias de aprendizagem na formação inicial de docentes: uma revisão sistemática da literatura
DOI:
https://doi.org/10.25053/redufor.v8.e10022Palavras-chave:
Estratégias cognitivas e metacognitivas, Aprendizagem autorregulada, . Formação de professores, Revisão da literaturaResumo
As estratégias de aprendizagem são ferramentas utilizadas no processamento das informações. A respeito de como elas podem ser ensinadas, é imprescindível que professores em formação sejam instruídos acerca da temática de forma a beneficiar a si e a seus futuros alunos. Assim, o presente artigo teve como objetivo realizar uma revisão sistemática das pesquisas sobre as estratégias de aprendizagem utilizadas por estudantes de licenciatura. Foram analisados artigos nacionais e internacionais publicados entre 2017 e 2022 indexados nas bases Educational Resources Information Center, Scientific Electronic Library Online, Science Direct, Scopus, Rede de Revistas Científicas da América Latina e Caribe, Espanha e Portugal e Portal da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Após o exame e a verificação dos critérios de inclusão e exclusão, 14 artigos foram incluídos na revisão. Os resultados revelaram que os futuros professores fazem uso moderado das estratégias de aprendizagem e exibem perfis distintos de uso. Variáveis demográficas, acadêmicas e psicológicas se associaram ao relato de uso dessas estratégias. Ressalta-se a necessidade de ampliar as investigações nacionais sobre esse tema.
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