AVALIAÇÃO FORMATIVA E AUTORREGULAÇÃO DA APRENDIZAGEM NOS ANOS FINAIS DO ENSINO FUNDAMENTAL

UMA REVISÃO INTEGRATIVA DA LITERATURA

Abstract

Self-regulation of learning is a broad and complex process, because it is through it that students are able to guide, monitor and awaken their own learning, becoming the protagonists of the process. The aim of this study is to conduct an integrative review of the literature on self-regulation of learning in the final years of elementary school. To achieve this goal, the following databases were accessed: ERIC, Periódicos CAPES and SCIELO, using the descriptor: "Self-regulation of learning", filters were used delimiting the period from 2018 to 2023. From the search in the databases, 123 studies were found, which underwent a screening process, leaving 4 that were included in this study. This study provided a deeper insight into how a solid relationship between family and school interferes with strengthening students' autonomy, making them capable of creating and monitoring their self-regulation learning strategies. Empowering students to become protagonists of their own learning opens the way for more meaningful academic development. It also showed that teachers should encourage self-reflection and self-assessment in students, so that they can evaluate their own results and develop self-regulatory strategies based on them.