Navegando por Assunto "Autorregulação"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
Processos de auto-regulação no curso de vida: controle primário e controle secundário
(2009) KHOURY, Hilma Tereza Tôrres; GÜNTHER, Isolda de Araújo
This article discusses relevant concepts of life course perspective which are not very much diffused in Brazil: primary and secondary control. The former refers to efforts to change the environment so that it fits individual's needs. The latter involves efforts to fit in with the environment. The original definitions are presented as a two-process model of control in contrast to one-process models such as learned helplessness. Furthermore, it discusses a conceptual revision, which modified and expanded these constructs as a bi-dimensional model that relates primary and secondary control to the concepts of selection and compensation. In process of arguing about those, suggestions are presented for thinking and expanding the theoretical and conceptual discussion of these constructs.
Acesso aberto (Open Access)
Processos de regulação em práticas de ensino para futuros profissionais de francês
(Universidade Federal do Pará, 2014-07-28) SILVA, Fernanda Souza e; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Acesso aberto (Open Access)
Propostas de autoavaliação e autorregulação em livros didáticos de Espanhol como língua estrangeira
(Universidade Federal do Pará, 2018-07-31) VELÁSTEGUI, Débora Aline Camargo; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
This article aims to analyse the activities of self-evaluation present in spanish pedagogical materials as foreign language and sought to analyse if formative tatics are possible in these materials, in a way to contribute for learners autonomy. Although an even bigger number of materials implement activities considered as self-evaluation, few research is undertaken on the subject and about the correlate process: The self-regulation. In language teaching the assessment of learning has ceased to be only summative and classificatory, to integrate the construction of knowledge by learners, in a so-called formative perspective. Relying on the conception of Francophone formative evaluation to indite the theoretical basis of our work and relying on, mainly, the studies of Bonniol; Vial (2001), Fernandes (2004, 2005, 2006, 2008), Perrenoud (2008), Barreiro (2009), Mottier-Lopez (2010), Hadji (2011). A corpus of Spanish didactic material as Foreign language was formed (textbooks, CD, workbooks etc.) and for its analysis was elaborated five categories (location of activities in the didactic set; types of proposed activities, evaluated objects, author’s guidance for the use of proposals for self-assessment activities and; way of expression of self-evaluation and its results) based on the conceptions of formative evaluation, in order to: identify wich activities of formative nature are present in the selected materials; analyze its characteristics and its insertion in the book regarding the intended selected goals and to the proposed didactic activities; to check which guidelines appear in the didactic guide, for development of these activities by the teachers, and how these guidelines relate to the methodological options of pedagogical materials. The analyzed data shows, generally, the self-evaluation activities still present themselves as a simple recapitulation of grammatical or linguistic aspects of the studied language, thus disregarding the formative conceptions, so that learning is not used for self-regulation, neither it helps teachers to support their teaching in the meta cognitive strategies that their students could develop to really help them learn.