Palavras-chave
Aprendizagem autorregulada
Educação básica
Como Citar
Resumo
O objetivo deste estudo foi verificar o que se tem pesquisado sobre as relações e os impactos da promoção da autonomia na aprendizagem autorregulada na Educação Básica. A partir da busca nas bases Scopus, Science Direct, Web of Science e Eric, sem recorte temporal, recuperou-se 24 artigos originados de 12 países, incluindo o Brasil, destacando-se os Estados Unidos no ranking das produções. Quanto ao delineamento das pesquisas empíricas houve equiparação entre as abordagens quantitativa e qualitativa e poucos estudos de abordagem mista. O principal foco analítico dos estudos foi o impacto do suporte do professor na autonomia e na autorregulação dos alunos. Os resultados revelaram que a autonomia percebida, sobretudo do suporte do professor, produz efeitos positivos na autorregulação dos alunos, especialmente nas variáveis motivacionais de interesse e de autoeficácia, nas atividades metacognitivas e no comportamento social. Os efeitos nocivos da baixa percepção de autonomia também foram apontados. Embora haja uma escassez de publicações, a revisão apontou evidências sobre as relações entre esses dois construtos que reforçam a emergência de reconfiguração dos ambientes escolares, centrados na promoção da autonomia do aluno e do professor, uma vez que os achados também levantaram implicações sobre a autonomia dos educadores no exercício de sua prática.
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