Estratégias metacognitivas aplicadas à educação profissional e tecnológica

Abstract

This text refers to a professional doctoral thesis that starts from the problematic of the demands of Professional and Technological Education (EPT) in this historical time in which this educational modality gains notoriety, contemplating the need for educational processes that guarantee a comprehensive and integrated human formation, generating autonomy of the students. In this context, this research seeks to answer the following question: How do teachers of Professional and Technological Education evaluate the possibility of incorporating metacognitive strategies into their teaching action? Having posed the research question, and given the need for an educational product associated with the thesis to be emphasized in a professional postgraduate program, the general objective is to evaluate with teachers of Professional and Technological Education a set of metacognitive strategies as a teaching resource aimed at promoting student learning. To achieve this objective, an educational product (EP) was developed with guidelines so that EPT teachers can include metacognitive strategies in their teaching practices. Subsequently, a pilot study was conducted with teachers from a Vocational Education Center (CEDUP), resulting from a training course that lasted seven hours. Subsequently, a new application of the Educational Product was carried out, through a Training Course for eighty-eight teachers and employees of the Vocational Education Centers (CEDUPs) Caetano Costa, Renato Ramos and Industrial de Lages, all located within the scope of the Regional Education Coordination of Lages/SC. In order to complement this application and qualify the research, meetings and follow-up meetings were held with two teachers who were willing to implement the strategies in their classes after the training. Methodologically, the research carried out is characterized as qualitative and of the action research type. The following instruments were used to collect data: questionnaires, a logbook and monitoring materials of two teachers in the implementation of the strategies. The data obtained were analyzed in four categories (Teaching in EPT; Teacher training; Metacognition in EPT; and Implementation of metacognitive strategies) and indicate as a central result the possibility of incorporating different metacognitive strategies into teaching actions in various courses, curricular components and classes of Professional and Technological Education, so that this insertion qualifies the teaching-learning processes in this educational modality. In addition, the study pointed out that teaching in EPT faces many challenges, but these do not impede the commitment of teachers to the teaching-learning process. This engagement is evidenced, above all, in the search for new pedagogical strategies, such as metacognitive strategies, and in participation in courses or spaces of continuing education. This doctoral work is accompanied by the Educational Product, the central object of the research, which is available on the PPGECM page, on the specific PPGECM website for educational products and on the EduCapes Portal (http://educapes.capes.gov.br/handle/capes/921256).