Estórias para estudar, histórias sobre o estudar: narrativas auto-regulatórias na sala de aula

Abstract

In the extent of the new curricula of the elementary education, we introduced a project of innovation research developed at the Colégio de Nossa Srª do Rosário and coordinated by the first author of this paper. Self-regulation learning is the framework of this project: “As (Des)venturas do Testas". Anchored in socio-cognitive approach rational, we present and analyze the model of the cyclical phases of the self-regulation process, the nature of the learning strategies and some implications for educational practice. The innovative character of this proposal is related to the use of narrative as a way to transmit and discuss approaches to study modeled by a close model. We thought that the adventures and (des)venturas do Testas, a student like them, will allow an easy identification with the problems and resolution proposals discussed, as well as the transfer of the learned and discussed competences at the classroom, for other school domains and their own life.