Autorregulação da escrita em contexto educacional: uma síntese temática de estudos recentes
Palavras-chave:
autorregulação, desempenho na escrita, SRSD, revisão sistemática rápida, síntese temáticaResumo
Este artigo tem como objetivo analisar a produção científica sobre o uso de estratégias de autorregulação para o desenvolvimento da produção escrita. Foi realizada uma revisão sistemática rápida, utilizando treze estudos que atenderam aos critérios de inclusão, das bases Web of Science e Eric, publicados no período de 2020 a 2024. O material empírico foi submetido à análise de síntese temática. Os estudos, realizados em diferentes países, concentraram-se nos níveis iniciais de escolarização, destacando o modelo Self-Regulated Strategy Development (SRSD) como a abordagem mais utilizada nas intervenções. As estratégias frequentemente identificadas envolvem o planejamento, a definição de metas, o automonitoramento e as práticas instrucionais de apoio e gradual autonomia. As principais contribuições mencionadas destacam a melhoria significativa na qualidade textual (estrutura, coerência, uso de vocabulário, extensão dos textos produzidos), desenvolvimento de habilidades relacionadas ao planejamento, monitoramento e autoavaliação, bem como a melhoria na motivação e autoeficácia na escrita.
https://doi.org/10.21723/riaee.v21i00.2089001
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Copyright (c) 2026 Iandra Maria Weirich da Silva Coelho
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