Dificuldades de aprendizagem e a necessária metacognição.

Abstract

In science, decontextualization, content abstraction, rigid methodologies, and deficiencies in the training of professionals in the field are some of the factors that intensify these problems in student learning. It is necessary to identify ways to mitigate and permanently eradicate learning difficulties, especially those related to science teaching, and metacognition appears to be a potential act of human capacity to solve these problems. From this perspective, the objective of this work is to analyze learning difficulties and how metacognition can help overcome them. The research was conducted at the Elça Carvalho da Fonseca Municipal Elementary School, with a 9th-grade class, in the city of Cuité, Paraíba, and was implemented in three phases. First, gathering information on learning difficulties; Second stage: collecting information through open-ended questions regarding metacognition; Third stage: collecting information through closed-ended questions regarding metacognition. The results showed that several learning difficulties were reported by both students and the teacher, and that metacognition skills can help alleviate these difficulties. Therefore, it is understood that the intrinsic aspects of metacognition promote intellectual development, both for teachers and students at any educational level.