“Tia, a minha resposta está errada!”: a consciência do ato de aprender: estratégias metacognitivas no ciclo alfabetizador

Abstract

The research shows an education proposal (contextualized with the theme of regional legends) that are addressed metacognitive strategies in a class of second grade and their contribution to learning, focusing on reading comprehension in the literacy. It is based on the theoretical alignment of the metacognition as central to learning development (Kato, 1985 and Madahvi, apud Maia, 2019), on the analysis of reading and writing development (Ehri, 2013), on the active learning (Pilati, 2017) and on the visible learning (Hattie, 2017). It aims to drive new studies by linking psycholinguistics principles to early elementary education, expanding academic research on current literacy. Process in light of metacognition and promoting reflective pedagogical practices for literacy teachers. A qualitive-quantitative action research approach was used (Fonseca, 2002 and (Tashakkori; Creswell, 2007, apud Gil, 2021) and questionnaire of family reading pratices, diagnostics and didactic activities. The learning methodology embraced active methodology principles through reflective learning (Moran, apud Andrade, 2021 and Bacich and Moran, 2018). The proposed activities resulted in awareness of learning process, favoring reading comprehension in the literacy.