As estratégias de aprendizagem na formação inicial de docentes: uma revisão sistemática da literatura

Autores

DOI:

https://doi.org/10.25053/redufor.v8.e10022

Palavras-chave:

Estratégias cognitivas e metacognitivas, Aprendizagem autorregulada, . Formação de professores, Revisão da literatura

Resumo

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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Biografia do Autor

Daniel Franciscão, Universidade Estadual de Campinas

Mestrando em Educação pela Universidade Estadual de Campinas (Unicamp) na linha de Psicologia em Educação. Graduado em Licenciatura em Ciências Biológicas na Unicamp. Membro do Grupo de Estudos e Pesquisas em Psicopedagogia. Bolsista CAPES.

Evely Boruchovitch, Universidade Estadual de Campinas

Ph.D em Educação pela University of Southern California, Los Angeles. Psicóloga pela Universidade do Estado do Rio de Janeiro. Professora titular do Departamento de Psicologia Educacional da Faculdade de Educação da Universidade Estadual de Campinas, bolsista de produtividade do CNPq 1B.

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Publicado

2023-04-24

Como Citar

FRANCISCÃO, D.; BORUCHOVITCH, E. As estratégias de aprendizagem na formação inicial de docentes: uma revisão sistemática da literatura. Educ. Form., [S. l.], v. 8, p. e10022, 2023. DOI: 10.25053/redufor.v8.e10022. Disponível em: https://revistas.uece.br/index.php/redufor/article/view/10022. Acesso em: 24 jun. 2024.