Resumo

GONZALEZ, Fredy Enrique. Metacognición y aprendizaje estratégico. Rev. de Inv. Educ. [online]. 2009, vol.2, n.2, pp.127-136. ISSN 1997-4043.

ABSTRACT The electronic technology revolution has caused changes in learning that require the design of individual and collective strategies, associated with the conscious development of tasks wich require the activation of the intellectual devices of the apprentice, who should be held responsible for the construction of his/her own learning; in this process, it turns out to be absolutely necessary to use higher thought processes, among which, metacognition stands out. Taking into account the globalizing character of current society, this article interconnects the following matters: new conceptions about learning, derived from psychological and socio-historical perspectives; metacognition (Mc), understood as our knowledge of our own cognitive performance (general as well as specific); the ability to control them concurrently (that is to say, during the execution of an activity that requires it); and to regulate them, that is to say, to use them or to stop using them, whenever it is convenient for the achievement of the end that the task requires; and the role that the Mc performs in strategic learning found in the execution of intellectually demanding tasks, understood as activities that favor the endeavored reasoning; that is to say, they are not executed by the simple exercise of memory, neither with the mechanical use of algorithms, nor with the application of preconceived recipes; on the contrary, they deserve the activation of a certain intellectual effort and, moreover, the exercise of various basic cognitive abilities.

Palavras-chave : Knowledge society; Globalization; Intellectually Exacting Task.

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