Autorregulação e afetividade: implicações para a aprendizagem escolar no Ensino Superior

Abstract

This study, throught an one bibliographic research is proposed to discuss the self-regulation of the apprenticeship, the affectivity and the relationship teacher-student. Therefore, has as objective check how the teacher promote the apprenticeship self-regulation of higher education students and your contributions for the process of student apprenticeship in this level of education. And as specific objective: indentify how the teacher promote the self-regulation of the students apprenticeship; check which what are the self-regulation strategys used by the students, point what are the factors influencing positively and negatively the use of self-regulation strategies by the students. The results pointed that the promotion of the apprenticeship self-regulation by the teachers happen in a way sporadic, leaving for the own initiative of the same, due to the lack of the academic instituitions support which not invest in pedagogical programs which propose to build reflective practices about what is self-regulation strategys of the apprenticeship and about your application. That the self-regulation strategys used by the students are limited and inconsistent, due to the litlle knowledge that have of the same. The factors which influence the use of self-regulation strategys by the students are related with the traditional structure of the courses, which end up discouraging the students to search for knowledge in order autonomous, and the absence of systemic educational practices about the apprenticeship self-regulation. Ending, consider is whatever necessary the implementation of pedagogical programs in the higher education which increase the knowledge about the apprenticeship self-regulation and possibilities your experience.