Diários de aprendizagem e os processos metacognitivos: estudos envolvendo professores de física em formação inicial

Abstract

The present research had the intention of evaluating pedagogical situations in terms of their contribution as activators of metacognitive thought and, consequently, potential of learning. Eight students from a physics / science teacher training course participated in the study, who weekly and during a semester, recorded in a learning journal related to their activities in a curricular component. Faced with this, the following research question was established: what metacognitive elements are favored at the moment when graduates use the diaries as a learning tool? This questioning made it possible to analyze the presence of metacognitive thinking in the practice of journal records produced by the researched licensees. As a theoretical reference, the study used, in particular, the contributions of Pórlan and Martín (2001) involving the use of journals as a learning tool, as well as Rosa (2011; 2014) studies concerning metacognition and its respective elements. In methodological terms, qualitative research was s tructured in order to implement the use of journals in a pedagogical curricular component of an initial training course for Physics Teachers - Physics Teaching III - and to evaluate the presence of the elements metacognitive in the records made by the licenciandos in their learning diaries. As a complement to this analysis, the reflective levels of the journals of each licensee were identified following the one proposed by Pórlan and Martín (2001), confronting them with the expressiveness of each metacognitive element present in them and in research in the study. The results infer a metacognitive potential of the learning diaries, regarding the reflective opportunity arising from the narratives that characterize this learning instrument. However, this reflection did not encompass the six elements identified as contributing to the full evocation of metacognitive thought, as advocated by Rosa (2011, 2014) based on the works of Wellman and Flavell (1977) and Brown (1978, 1987). In addition, the study pointed to a direct relationship between reflexive levels and expressiveness of the metacognitive elements, revealing that the evocation of metacognitive thought more fully fulfilled corresponds to the reflexive level called "evaluative" and corresponds to that of greater reflexivity. With this it is possible to infer that to contemplate more intense metacognitive evocations and in its fullness it is necessary to create situations that favor the evocation of this form of thought, surpassing the spontaneity of the process in each subject.