Feedback enquanto estratégia de ensinagem: uma análise frente ao desenvolvimento da aprendizagem autorreguladora na pós-graduação

Abstract

The overall objective of this project was to analyze the contributions of the Feedback teaching strategy, in a sustainable way, in the development of self-regulated learning in professional master’s students. For this purpose, two collection processes were carried out, an interview and a desk analysis, respectively in classes 12 and 14, belonging to the Graduate Program in Management of Learning Organizations at Universidad Federal da Paraíba, which were chosen because they had experienced the application of the strategy previously mentioned. The results of the research revealed that, by applying the strategy, the students felt a sense of security and belonging in a classroom where there is light and noise-free communication, increasing their learning levels. It was also revealed that the feedback teaching strategy has the potential to develop self-regulatory characteristics in students, with greater intensity being developed in the characteristics of motivation and mastery of emotions. Another fact identified was that the external support characteristic must be well worked on, as it offers a basis for the development of the other characteristics. Finally, it is proposed, as a product of this research, a framework for the application of the feedback teaching strategy, as there was a desire to expand the strategy to other MPGOA teachers on the part of the subjects addressed.