DIÁRIOS DE APRENDIZAGEM COMO INSTRUMENTO DE PROMOÇÃO DO PENSAMENTO METACOGNITIVO: UMA DISCUSSÃO SOB A VISÃO DOS SUJEITOS ENVOLVIDOS / LEARNING DIARIES AS AN INSTRUMENT TO PROMOTE METACOGNITIVE THINKING: A DISCUSSION UNDER THE VIEW OF THE SUBJECTS INVOLVED

Abstract

The present work consists of a discussion about the learning potential of learning, as an instrument of expressiveness of metacognitive elements, having as central question the following question: which metacognitive elements are shown to be favored at the moment when the graduates have the value of reflexes as way to learn? The study starts from the identification that the literature has been busy discussing this possibility without, however, presenting a study that shows the details of which metacognitive elements are favored and which deserve to be reviewed. The data for this discussion were produced through semi-structured interviews with eight physics teachers in the initial training process who used learning diaries during an academic semester and linked to a curricular component. The results showed that the learning diaries can be considered to favor this way of thinking. However, the study identified weaknesses in some metacognitive components pointing to the possibility that these diaries are accompanied by guidelines or questionnaires that help the activation of this way of thinking.