Resumo

PORTILHO, Evelise Maria Labatut  e  DREHER, Simone A. Souza. Categorias metacognitivas como subsídio à prática pedagógica. Educ. Pesqui. [online]. 2012, vol.38, n.01, pp.181-196. ISSN 1517-9702.

The aim of this paper is to present the metacognitive categories present in the way each child plans, oversees, and evaluates his or her school tasks, and relates them to pedagogical practice. This work reflects an empirical concern with metacognition, and the data derived from it have been analyzed in the light of the works of John Flavell (1981, 1999), Juan Mayor, Aurora Suengas and Javier Marques (1995) and Evelise Portilho (2003, 2009). The research had a qualitative approach and consisted of the analysis of the responses of 396 children in 1st grade of elementary education at a municipal school in the state of Parana. The instrument was a semi-structured interview with ten metacognitive questions relating to control strategy. The results indicated that children in the literacy process generally use metacognitive strategies and plan their tasks, i.e., they set the goals and means, either partially (breaking the job), or in an automated way (ordering the task). They also oversee themselves, detect errors and / or deviations †by means of external reference (in speech, action, correction or order of the other), and justify or not their actions. They evaluate their results and focus on the facilities and difficulties in identifying words or letters. Because students do not arrive at school ready to learn in exactly the same way, learning metacognitive strategies requires teachers not only to provide appropriate tasks, but also and mainly to adopt strategic actions in relation to their work so that students learn from such actions.

Palavras-chave : Metacognition; Strategies; Learning; Categorization; Pedagogical Practice.

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