Práticas estimuladoras de autorregulação da aprendizagem no Ensino Superior

Abstract

This dissertation presents the results of research that aimed to understand how a teacher, through their teaching practices, contributes to the development of self-regulated learning in their students. The theoretical framework focuses on the fundamental concepts of teaching practice and self-regulated learning. The study is part of the research project "Teacher-Student Relationship at the University," developed by the Center for Studies and Research on University Pedagogy (NEPPU). The methodology is based on the assumptions of complex thought. It presents a qualitative approach and is inspired by Grounded Theory for the analysis process. The following data collection methods were used: an online questionnaire administered to students in the final semesters of the Pedagogy course at the State University of Feira de Santana (UEFS) to identify teachers whose practices stimulated self-regulated learning; observation of the practice of the teacher most frequently mentioned in the questionnaires; and a narrative interview with this teacher. Based on the data, five categories emerged that present the trajectory of the teacher who, according to the students, promotes self-regulation of learning through their practices. We approached the constructivist Grounded Theory in the data analysis. As a result, the study concludes that the practice of the teacher highlighted by the students is based on a trajectory marked by unplanned entry into teaching and, mainly, by self-teaching, reflection, willingness to change, and self-regulation. A teacher who intentionally directs their teaching practice towards the formation of students, with differentiated teaching methods, relying on science to work on learning from the perspective of assessment, positioning the two processes as interrelational.