Aprender a aprender: aspectos mobilizados na aprendizagem de alunos de ensino médio

Abstract

Students need to take a leading role in their studies, valuing the knowledge to be built and learning to study. The learning strategies are sequences of procedures in order to facilitate/assist the student in the construction, storage and use of knowledge. Therefore, the usage of these strategies can be seen as a necessity method, so that students are able to develop their learning in an organized way. One of the factors that contributed to the definition of the focus of this research learning ‘strategies used by high school students’ was the finding that there are a small number of national academic papers on the subject. In addition, also contributed to this definition to the author's personal anxieties regarding the Teaching / Learning (T / L) process. Defining the focus, and in line with it, the goal was to "establish possible relationships between learning strategies used by high school students and motivational aspects involved in the school’s teaching / learning process". To guide the collection / construction of information from this research, we establish how central question that we seek to answer is: ‘What main aspects characterize the learning strategies that are usually used by students of High School?’ For the process of collection / construction of the information, we used as sources "High School Students" and as questioning tools and group interviews. We chose four schools in the city of Santa Maria / RS that offer only the “high school” stage. The questionnaire was structured into 91 questions of 3 types: multiple choice, staggered (Likert-type scale) and essay questions. The group interview script contained 24 questions. We performed the semantic validation of these instruments using 2 groups of judges and in order to complement the validation, we calculated the content validity index of each one. In the end, we collected 320 questionnaires and carried out 4 group interviews. For the organization, treatment and analysis of the collected information, we used the methodological contributions of the so-called Grounded Theory, whose its basic idea that the theorizing rooted in information. Based on the carried out analysis, we were able to elaborate on the following findings: (1) The positive aspects that the students consider to be influencing their learning process: reflection/group articulation, curiosity about content, active participation in proposed class activities, exam preparation (2) The aspects of the learning process that students consider to hamper the process: the presentation of content by the teacher, the student's emotional state/ equilibrium, the student's dedication to paid work (3) Students consider that motivational aspects such as feelings of guilt, anxiety, worry, anguish, and discomfort negatively interfere in the T/L process; (4) Students were able to identify the following strategies used by them in learning processes: underlining / marking, silent and aloud readings, summaries, annotations / logs, schematics, mental repetition, and questions/ questioning elaboration. (5) Students identified the following didactic methods used by teachers as facilitators for the learning process: experiments, videos, texts, analogies, teacher exposition, and games. Finally, we were able to establish the following relationships between learning strategies and motivational aspects:(1) Reduces feelings of guilt; (2) Establishes their own competence; (3) Arouses interest and curiosity about the content; (4) Overcomes learning difficulties; (5) Learn to study efficiently. Thus, these results confirm that the use of strategies is beneficial for the development of skills and competences that the student needs to have in order to build and evolve their learning.