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Observar, refletir e narrar : ciclos estratégicos de ação autorregulada como processo formativo e de promoção da aprendizagem das crianças
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Esta investigação inscreve-se no âmbito da psicologia da educação e usa como referencial teórico o constructo da aprendizagem autorregulada (ARA) de Barry Zimmerman e a sua implicação na formação de docentes de crianças mais novas. A pesquisa desenvolveu-se a partir de dois eixos de análise, com as seguintes finalidades: estudar as perspetivas de investigadores/as e docentes face às potencialidades da promoção da ARA nas crianças dos 5 aos 7 anos, na transição da educação pré-escolar para o ensino básico; e perceber de que modo a metodologia “observar, refletir e narrar em ciclos estratégicos de ação autorregulada” influi sobre a prática dos/as docentes para que promovam a autorregulação da aprendizagem das crianças dos 5 aos 7 anos, favorecendo a continuidade educativa. Ao longo deste trabalho de natureza qualitativa desenvolveram-se três estudos com objetivos diferentes, mas interligados, tendo como participantes vinte e três investigadores/as (nacionais e internacionais) das áreas da psicologia da educação e desenvolvimento curricular, nove educadoras de infância, nove professores/as do 1.º ciclo do ensino básico e doze estudantes de cursos de mestrado que habilitam para a docência de uma instituição de ensino superior politécnico. Atendendo à natureza dos estudos, que envolveram diferentes métodos e técnicas - entrevistas semidiretivas, grupos focais, observação e narrativas de formação - a análise dos dados é descritiva e interpretativa, triangulando os vários instrumentos em diferentes momentos da investigação. Os resultados retratam que é indispensável incluir-se nos planos de estudo da formação inicial e contínua de docentes o constructo da ARA. A intencionalidade pedagógica baseada no conhecimento teórico e vivencial deste constructo, que inclui a estimulação de uma atitude ponderada, proativa e construtiva, derivará necessariamente em atividades que visem promover nas crianças outras competências em simultâneo, menos desenvolvidas, que se relacionam teoricamente com a ARA: consciência de si próprio/a, autonomia, adaptabilidade, estabilidade, comunicação, criatividade, sentido crítico, resiliência, resolução de problemas e responsabilidade. Percebe-se que a observação e as narrativas de formação, produzidas no âmbito da metodologia supracitada, foram um importante suporte para a investigação, reflexão e (auto)formação das participantes, pois contribuiu para a criação de oportunidades efetivas e intencionais promotoras de processos autorregulatórios nas crianças dos 5 aos 7 anos. Apontamos como principal limitação deste trabalho, sobretudo, o facto dos estudos 2 e 3 se terem realizado com um grupo específico de aprendentes e de docentes. Propomos, por isso, pela sistematização do conhecimento construído e dos significados atribuídos, apresentar a outros/as interlocutores/as o que foi possível concluir neste processo e gerar novos fóruns de discussão e formação, realizando estudos longitudinais que apurem as implicações psicoeducacionais de processos de apoio e/ou regulação do ensino e da aprendizagem nas crianças.
This investigation falls within the scope of educational psychology and uses Barry Zimmerman's construct of self-regulated learning (ARA), and its implication in the training of teachers of younger children, as a theoretical framework. The research was developed from two axes of analysis, with the following purposes: to study the perspectives of researchers and teachers in view of the potential of promoting ARA in children from 5 to 7 years old, in the transition from pre-school education to basic education; and to understand how the methodology “observe, reflect and narrate in strategic cycles of self-regulated action” influences the practice of teachers to promote self-regulation in the learning of children from 5 to 7 years old, favoring educational continuity. Throughout this qualitative work, three studies were developed with different but interconnected objectives, with twenty-three researchers (national and international) in the areas of educational psychology and curriculum development, nine kindergarten teachers, nine primary school teachers and twelve students of teacher training masters at a polytechnic higher education institution. Given the nature of the studies, which involved different methods and techniques - semi-directive interviews, focus groups, observation and training narratives - the data analysis is descriptive and interpretive, triangulating the various instruments at different stages of the investigation. The results show that it is essential to include the ARA construct in the study plans for the initial and continuous training of teachers. The pedagogical intentionality based on the theoretical and experiential knowledge of this construct, which includes the stimulation of a thoughtful, proactive and constructive attitude, will necessarily result in activities that aim to simultaneously promote in children other skills, less developed, which are theoretically related to ARA: awareness of self, autonomy, adaptability, stability, communication, creativity, critical sense, resilience, problem solving and responsibility. It is noticeable that the observation and training narratives, created within the scope of the aforementioned methodology, were an important support for the investigation, reflection and (self)training of the participants, as it contributed to the creation of effective and intentional opportunities that promote self-regulatory processes in the children of 5 to 7 years old. We single out as the main limitation of this work, above all, the fact that studies 2 and 3 were carried out with a specific group of learners and teachers. Therefore, we propose, by systematizing the knowledge built and the meanings attributed, to present to other interlocutors what was possible to conclude in this process and generate new forums for discussion and training, carrying out longitudinal studies that examine the psychoeducational implications of support and / or regulation of teaching and learning in children.
This investigation falls within the scope of educational psychology and uses Barry Zimmerman's construct of self-regulated learning (ARA), and its implication in the training of teachers of younger children, as a theoretical framework. The research was developed from two axes of analysis, with the following purposes: to study the perspectives of researchers and teachers in view of the potential of promoting ARA in children from 5 to 7 years old, in the transition from pre-school education to basic education; and to understand how the methodology “observe, reflect and narrate in strategic cycles of self-regulated action” influences the practice of teachers to promote self-regulation in the learning of children from 5 to 7 years old, favoring educational continuity. Throughout this qualitative work, three studies were developed with different but interconnected objectives, with twenty-three researchers (national and international) in the areas of educational psychology and curriculum development, nine kindergarten teachers, nine primary school teachers and twelve students of teacher training masters at a polytechnic higher education institution. Given the nature of the studies, which involved different methods and techniques - semi-directive interviews, focus groups, observation and training narratives - the data analysis is descriptive and interpretive, triangulating the various instruments at different stages of the investigation. The results show that it is essential to include the ARA construct in the study plans for the initial and continuous training of teachers. The pedagogical intentionality based on the theoretical and experiential knowledge of this construct, which includes the stimulation of a thoughtful, proactive and constructive attitude, will necessarily result in activities that aim to simultaneously promote in children other skills, less developed, which are theoretically related to ARA: awareness of self, autonomy, adaptability, stability, communication, creativity, critical sense, resilience, problem solving and responsibility. It is noticeable that the observation and training narratives, created within the scope of the aforementioned methodology, were an important support for the investigation, reflection and (self)training of the participants, as it contributed to the creation of effective and intentional opportunities that promote self-regulatory processes in the children of 5 to 7 years old. We single out as the main limitation of this work, above all, the fact that studies 2 and 3 were carried out with a specific group of learners and teachers. Therefore, we propose, by systematizing the knowledge built and the meanings attributed, to present to other interlocutors what was possible to conclude in this process and generate new forums for discussion and training, carrying out longitudinal studies that examine the psychoeducational implications of support and / or regulation of teaching and learning in children.
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Palavras-chave
Autorregulação da aprendizagem Narrativas de formação Formação de docentes Transição escolar Educação pré-escolar 1.º ciclo do ensino básico Self-regulation of learning Training narratives Teacher training School transition Pre-school education Primary school