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Promover competências autorregulatórias da aprendizagem nas crianças dos 5 aos 7 anos – perspetivas de investigadores e docentes
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Authors
Advisor(s)
Abstract(s)
Promover precocemente competências de autorregulação da aprendizagem
com vista ao desenvolvimento da autonomia é considerado fundamental no processo
escolar e de formação ao longo da vida. Neste artigo, apresentam-se alguns
fundamentos teóricos e perspetivas de 23 investigadores (psicologia da educação e/ou
educação na área do desenvolvimento curricular), 5 educadores de infância e 7
professores do 1.º ciclo do ensino básico sobre as abordagens educativas necessárias
ao desenvolvimento de competências autorregulatórias nas crianças, em contexto da
educação pré-escolar e do ensino básico. Serão apresentadas perspetivas dos
entrevistados sobre: possibilidades da promoção da autorregulação da aprendizagem
nas crianças dos 5 aos 7 anos, o papel dos docentes na promoção de competências
autorregulatórias da aprendizagem nas crianças dos 5 aos 7 anos, as práticas
educativas consideradas promotoras das competências autorregulatórias da
aprendizagem nesta faixa etária e de que forma pode ser desenvolvida nos docentes
uma consciencialização no sentido de promover competências autorregulatórias nas
crianças dos 5 aos 7 anos. A utilização de instrumentos de apoio à prática pedagógica,
parece ser a forma eleita pelos participantes do estudo como promotora de
competências autorregulatórias junto de crianças em fase de transição escolar.
Promoting early learning of self-regulation skills for the development of autonomy is considered a fundamental process in school and training throughout life. In this article, we present the theoretical foundations and perspectives of 21 researchers (educational psychology and/or education in the curriculum development area), 5 early childhood educators and 7 teachers of primary education on educational approaches needed to develop self-regulatory competencies in children in pre-school and primary school. Perspectives of interviewees are presented regarding the possibilities of promoting self-regulation of learning in children from 5 to 7 years of age, the role of teachers in promoting self-regulatory skills for learning, the best educational practices for developing those skills and how an awareness to promote self-regulatory skills in children can be developed in teachers. The use of instruments to support the pedagogical practice seems to be elected by the study participants as a promoter of self-regulatory competencies in children transitioning from preschool to primary education. Implications and suggestions for future research are discussed.
Promoting early learning of self-regulation skills for the development of autonomy is considered a fundamental process in school and training throughout life. In this article, we present the theoretical foundations and perspectives of 21 researchers (educational psychology and/or education in the curriculum development area), 5 early childhood educators and 7 teachers of primary education on educational approaches needed to develop self-regulatory competencies in children in pre-school and primary school. Perspectives of interviewees are presented regarding the possibilities of promoting self-regulation of learning in children from 5 to 7 years of age, the role of teachers in promoting self-regulatory skills for learning, the best educational practices for developing those skills and how an awareness to promote self-regulatory skills in children can be developed in teachers. The use of instruments to support the pedagogical practice seems to be elected by the study participants as a promoter of self-regulatory competencies in children transitioning from preschool to primary education. Implications and suggestions for future research are discussed.
Description
Keywords
autorregulação da aprendizagem educação pré-escolar ensino básico continuidade educativa desenvolvimento profissional self-regulated learning preschool education basic education ontinuing education professional development
Citation
Piscalho, I. & Simão, A. (2014). Promover competências autorregulatórias da aprendizagem nas crianças dos 5 aos 7 anos – perspetivas de investigadores e docentes. Revista Interacções, 30(10), 72-109. Doi https://doi.org/10.25755/int.4026
Publisher
Instituto Politécnico de Santarém /ESE