O investimento acadêmico no curso de licenciatura em geografia: autorregulação e estratégias de aprendizagem no contexto socioespacial da Universidade Federal de Pelotas

Abstract

The objective of the master's thesis presented here is to understand the investment of students in the Geography Degree course at the Federal University of Pelotas (UFPel) in their academic trajectories to become teachers of Geography. Thus, based on concepts such as self-regulation and learning strategies, combined with studies on the social space and the initial training of Geography teachers, there is the central theme of the work. Research participants were students from the second and sixth semesters of the course. As a data collection strategy, focus groups, a socioeconomic questionnaire e the write of letters were conducted. In this way, it was possible to collect data on the greatest difficulties encountered within the course and what improvements they considered essential, as well as to understand how these students organized themselves to study. The analysis indicated that externa influences, such as those of the socioeconomic and socio-spatial environment, act on the learning process. It can be seen that there are anxious students, unhappy with the physical space of the course and with the curriculum. However, they are still willing to invest in training and do not show the desire to give up. Therefore, studying self-regulation and the use of learning strategies, focused on a given context, can be advantageous for understanding the reality of students, collaborating with their academic and personal performance and contributing to reflections on the training course.