A recomposição da aprendizagem a partir do princípio do aprender a aprender: estratégias para além da sala de aula

Abstract

This undergraduate thesis, entitled "Learning Recovery Based on the Principle of Learning to Learn: Strategies Beyond the Classroom", focuses on the learning recovery process with an emphasis on the development of more autonomous and proactive students through personalized teaching and the enhancement of the learning to learn principle. The research, qualitative in nature and bibliographic in character, is based on a critical analysis of academic texts, scientific articles, and legal documents, especially Decree No. 12.391/2025, which establishes the National Pact for Learning Recovery. The guiding question of this study is: "How can personalized learning, combined with the principle of learning to learn, foster the development of autonomy and student protagonism within the perspective of learning recovery?" The main objective of the study is to investigate, based on academic works and legal documents, the contribution of the principle of learning to learn to the formation of more independent and critical students, promoting autonomy in the construction of knowledge and encouraging strategies that go beyond mechanical memorization. To achieve this purpose, studies published between 2020 and 2025 that address the themes of “learning recovery” and “learning to learn” were mapped, considering the relevance of personalized education in this context. The specific objectives were also addressed: by analyzing how personalized education can recognize and meet different learning styles, its essential role in promoting student autonomy was confirmed; by investigating learning recovery as a key strategy to mitigate educational gaps, it was possible to understand the pedagogue’s role as a mediator attentive to students' needs and potential; by discussing methodological strategies applicable inside and outside the classroom, the importance of pedagogical practices that stimulate active learning, critical thinking, and the development of student protagonism was highlighted. Based on authors such as Maurício Peixoto, Lebiam Tamar Gomes, Mônica Dias Palitot, Maria Tereza Leme Fleury, among others, the study reaffirms that overcoming learning gaps cannot occur through the mere resumption of fragmented content, but rather through approaches that respect students’ singularities and promote meaningful, reflective, and humanized learning environments. Thus, learning to learn is consolidated as a formative axis that transforms education into an intentional, emancipatory process aimed at the holistic development of individuals.