2025-12-122025-12-122025-06-30SOUZA, Jocielma e Silva de. Sequência didática autonomia aprendente: reflexões e práticas para alunos do ensino superior. Orientador: André Monteiro Diniz. 2025. 132 f. Dissertação (Mestrado Profissional em Ensino) - Programa de Pós-Graduação Criatividade e Inovação em Metodologias de Ensino Superior, Núcleo de Inovação e Tecnologias Aplicadas a Ensino e Extensão, Universidade Federal do Pará, Belém, 2025. Disponível em: https://repositorio.ufpa.br/handle/2011/17789. Acesso em:.https://repositorio.ufpa.br/handle/2011/17789This dissertation presents the teaching sequence Autonomia Aprendente, a resource focused on the development of self-reflection and planning of learning by undergraduate students. This educational process emerged as a proposal to face the challenge of engaging student, especially with regard to reflection and adoption of attitudes favorable to their learning process. These actions can be stimulated through practical and reflective pedagogical proposals. Developed within the scope of the PPGCIMES/UFPA Program, with an emphasis on Methodological Innovations in Higher Education (INOVAMES), the resulting sequence focuses on the development of autonomy in the learning process of higher education students. The methodology involved bibliographic research on the process of developing autonomy in the light of the complexity paradigm and on the promotion of self-directed learning based on Borges' (2019) Complex Dynamic Model of Autonomy Development and Schlochauer's (2021) continuous learning approach. In addition, the discussions of the workshop Autonomy in Learning Contexts (Oficina Autonomia em Contextos de Aprendizagem) and participant observation were carried out. The elaboration of the educational process, its application and validation were made in a class with students of the 7th semester of the Pedagogy Course of a private university in Belém-Pará. Among the results of this investigation, it was evidenced that the sequence had a positive impact on the participants, which favored self-reflection, the identification of internal and external factors that influence autonomy and learning, as well as the planning of self-directed learning. In addition, the stages and activities of the sequence contributed to a more active perspective in relation to the challenges faced by the participants in their learning contexts, especially that of higher education. We envision that the sequence Autonomia Aprendente contributes to the learning process of undergraduate students and has a great potential to generate engagement, autonomy and continuous learning.ptAcesso Abertohttp://creativecommons.org/licenses/by-nc-nd/4.0/AprendenteAprendizagem AutodirigidaAutonomiaAutorreflexãoEnsino SuperiorSequência DidáticaLearnerSelf-Directed LearningAutonomySelf-ReflectionHigher EducationTeaching SequenceDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONALCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOINOVAÇÕES METODOLÓGICAS NO ENSINO SUPERIOR (INOVAMES)METODOLOGIAS DE ENSINO-APRENDIZAGEM