Incidentes metacognitivos manifestados pelos estudantes da educação infantil durante a realização de uma sequência didática numa perspectiva investigativa

Abstract

Metacognition has been considered an ability to know and regulate how we think, encompassing the conscious control of cognitive processes, such as memory and attention. The objective of this article was to understand how metacognition can contribute to the learning of students who are children in the Early Childhood Education stage. Firstly, the theoretical foundations of Early Childhood Education were addressed according to the National Education Guidelines and Bases Law (LDB). Next, the definition of metacognition was presented, and metacognition was focused on the students' learning process with the main component, which is metacognitive strategies. Furthermore, the teacher's relationship as a mediator in the students' learning process was addressed. Finally, we present the analysis of metacognition elements expressed by Early Childhood Education students at a municipal school located in São Bernardo do Campo during a Didactic Sequence with an investigative focus. Regarding the Didactic Sequence, the investigative activity consisted of an experiment carried out on the theme of color mixing to analyze the metacognitive incidents expressed by Early Childhood Education students. Results indicate that students at this school age are capable of manifesting metacognition, identified through the metacognitive incidents used.