Estratégias de aprendizagem de estudantes do ensino médio integrado no contexto da educação profissional e tecnológica

Abstract

Professional and technological education is that which prepares students for the practice of technical professions and integrates with different educational levels and modalities, the dimensions of work, science, and technology. Learning strategies are procedures used to enhance learning. The use of learning strategies in professional and technological education can contribute to promoting student autonomy. Among the different classifications of learning strategies, it is worthy of attention the one that divides them into two groups: cognitive and metacognitive. The cognitive strategies focus on content assimilation and learning effectiveness. The metacognitive ones, in contrast, emphasize the comprehension and planning of the learning process. The development of research on these issues is relevant because learning strategies can contribute to increasing academic performance and student autonomy. Thus, the general objective of this study was to investigate the learning strategies used daily by Integrated High School students on a campus of an institution of professional and technological education. For this purpose, this research considered a qualitative method and involved one student drawn from each of the Integrated High School courses. A total of eight students, who were in the third year at that time of data collection, participated in the research. As an exclusion criterion, students who had already participated in some intervention carried out by psychologists or pedagogues who worked at the same place of this research were removed from the sample due to the possibility of these students had been provided with some guidance on learning strategies. The data collection was carried out by recording two semi-structured interviews: one for surveying the strategies used by students and the other for evaluating an educational product created based on this survey. The data obtained were tabulated, examined based on the content analysis method proposed by Bardin (2011), and interpreted according to the literature review, research objectives, and work experiences of the authors of this study. It was found that the cognitive learning strategies used by the participants were note-taking in classes, summarizing, creating mind maps, reading, creating flashcards, and watching video classes. In turn, the metacognitive learning strategies used were: setting study goals and dividing the study time into sessions with breaks. Considering the data collected and the theoretical background, a Learning Strategies Guide was created and subsequently submitted for review by the same students who participated in the initial survey. It was verified that the students approved the Guide and highlighted its clarity, comprehensiveness of information, organization, and design. They also affirmed that the Guide has the potential to effectively impact the learning abilities, and for this reason they would recommend it to classmates. This result suggests the possibility of its usage by other Integrated High School students. In addition to that, the development of further research on the impact of the Guide on student academic performance is encouraged, especially, due to the lack of studies on learning strategies in the context of Integrated High School