Regulação da Aprendizagem

Mapeando a sua Valorização nas Políticas Curriculares Nacionais e Influências Transnacionais

Abstract

The regulation of learning is an essential component of the educational process, and self-regulation of learning has been associated with academic success and lifelong learning. However, little is known about its recognition in current educational national policies in Portugal and the rationale for such recognition. Thus, this article presents a mapping and analysis of perspectives associated with the use of the concept of learning regulation in national and international educational policies, mainly those with curricular orientation, discussing the conceptual and operational relationships established between this concept and other dimensions of competences and learning. A content analysis of current curriculum policy documents in the strategic orientation of school action (DL n.º 54/2018, DL n.º 55/2018, PASEO, ENEC, AE) was carried out, employing an exploratory and critical-interpretative, but also of some national and international reference policy documents. The mapping carried out shows that the regulation of learning still occupies an unequal and unclear place in national curriculum policies, in contrast to the emphasis given to it in international agendas and frameworks based on the centrality of the educational process to the student.