Estratégias de aprendizagem: análise em escolares da rede pública de ensino

Abstract

Learning strategies are seen in literature as favorable tools to the learning process of acquisition of cognitive and metacognitive competencies and abilities. The strategic student is able to optimize his learning and overcome difficulties throughout the process of learning. From this point of view, this study aims at analyzing the learning strategies used by children of the Elementary School – early years (Grades 1 to 5), enrolled in a public school in Diamante, small town in the State of Paraíba. The statistical procedures were descriptive and inferential, having 50 participants, equally distributed in terms of gender and school year. The Learning Strategies for Elementary School Scale, adapted by Oliveira in 2008 was used as the data gathering tool. In order to verify the differences and the relations among the variables, they were chi-squared. Data revealed that the students, in spite of having low repertoire of strategies and although they do not make use of metacognitive strategies that much, they eventually use some study technique in learning situations. It was also realized that students haven ́t been able to expand their range of strategies as they progress in their grades, nor have they shown any difference in frequency of strategies use whether they were male or female. In general terms, results have been partially compatible to literature. With the evidence obtained, it is suggested that the process of formal education in our schools hold the systematic teaching of learning strategies, aiming at the formation of self-critical students of their own learning process. The teaching of learning strategies may become prevention or intervention of learning difficulties.