Potenciando a aprendizagem universitária: estratégias de metacognição e autorregulação para o sucesso acadêmico
Palavras-chave:
Metacognição, autonomia estudantil, neuroeducação, ensino superior, estratégias pedagógicasResumo
Introdução: A metacognição e a autorregulação da aprendizagem são competências essenciais para promover a autonomia e o pensamento crítico no ensino superior. Objetivo: O objetivo desta revisão é descrever as tendências na literatura sobre estratégias metacognitivas e autorregulatórias no ensino superior. Metodologia: Este estudo realizou uma revisão bibliográfica para analisar a literatura do período 2010-2025 sobre estratégias metacognitivas e autorregulatórias no âmbito universitário, integrando contribuições da neurociência educacional. Resultados: Os resultados mostram que práticas como a autoavaliação, o planejamento estratégico, o feedback formativo e o uso de tecnologias ativas fortalecem a autonomia acadêmica. Da mesma forma, destaca-se o valor agregado da neurociência, ao considerar fatores emocionais e motivacionais que afetam diretamente a aprendizagem. Discussão: Ressalta-se a necessidade de abordagens pedagógicas que integrem teoria, prática e condições institucionais. Embora as estratégias analisadas apresentem alto potencial, sua implementação enfrenta barreiras formativas e estruturais, especialmente na América Latina. Conclusão: Conclui-se que é fundamental promover políticas e programas que articulem pedagogia e neurociência para favorecer uma autonomia estudantil mais sólida e sustentada.
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