Banca de DEFESA: LUCAS MACIASEKI DA SILVA

EDUCATIONAL PRACTICE TO PROMOTE SELF-REGULATION LEARNING IN HIGH SCHOOL INTEGRATED 

WITH EDUCATION PROFESSIONAL AND TECHNOLOGICAL

Self-Regulated Learning. Professional and Technological Education. Integrated High School. Retention and Success. Teaching Sequence.

This dissertation was developed within the scope of the Professional Master's Degree in Professional and Technological Education in a National Network (ProfEPT), offered by the Federal Institute of Education, Science, and Technology of Rio Grande do Sul (IFRS), Porto Alegre Campus. The research is linked to the research line of Educational Practices in Professional and Technological Education and is part of the macroproject Methodological Proposals and Teaching Resources in Formal and Non-Formal Learning Spaces in Professional and Technological
Education. The study’s theme, focused on promoting self-regulated learning, emerged from the researcher’s professional experience as an Educational Affairs Technician in the Student Guidance Sector within the Teaching Management Department at IFRS, Restinga Campus. The objective was to identify knowledge about self-regulated learning that contributes to the retention and success of high school students in integrated technical education programs, based on the context and reality of students at the IFRS Restinga Campus. This is a qualitative study with an applied and exploratory nature. Data collection was conducted through documentary analysis, and the Discursive Textual Analysis (DTA) methodology was used to analyze qualitative data. The educational product, a didactic material in the form of a teaching sequence entitled “Teaching Sequence for the Promotion of Self-Regulated Learning,” was developed based on data analysis, results obtained, and discussions in light of the theoretical framework. This product aims to provide school staff with a practical tool to promote self-regulated learning among Federal Institute students. The positive evaluation of the educational product, conducted via a questionnaire with open and closed questions given to Teaching Management staff at IFRS campuses, demonstrated that the educational product represents an appropriate response to the research problem. It is concluded that promoting self-regulated learning can contribute to preventing individual factors leading to student dropout and retention in Federal Institutes, thus supporting retention and success in Professional and Technological Education.