Abstract:

The regulation of learning, based on collaborative/cooperative environment, presuppose that students must be stimulated to accomplish and assume responsibilities towards their curricular learnings, with a focus on what they learn and how they learn (Veiga Simão et al., 2015). Therefore, it becomes essential that students develop self-assessment and peer-assessment learning skills in the context of working with their peers, in order to develop more and better curricular learning skills, as well as social skills, such as responsibility and autonomy.

The present study was developed on a 3rd grade class of a primary school (students between 6 to 10 years old) and the investigation’s goal was to comprehend the students’ processes facing the self-assessment of partnership work throughout planned autonomous work times conducted in the classroom. Thus, the following specific objectives were defined:
i) Describe students' understanding work carried out individually or in partnership during autonomous work times scheduled in the weekly agenda of the class group;
ii) Describe the effectiveness of students' choices in planning activities and curricular content to be developed during autonomous work times;
iii) Describe the modalities and processes of students' work during autonomous work times;
iv) Describe the curricular learning and social skills acquired by students during autonomous work time.

According to the investigation’s goals, the chosen methodology is qualitative in nature, with procedures closely resembling action-research methodology. Several data collection techniques were used, including the administration of open-ended questionnaires, document analysis, and participant observation. Data analysis was conducted using content analysis following the procedures proposed by Bardin (2016).

The results of the study revealed that students progressively showed a better understanding of the importance of scheduled times in the weekly agenda for the development of autonomous work, planning, developing, and evaluating this work more consciously and productively, whether in individual work mode or in partnership with peers. They also acquired, through this process, greater ease in regulating their learning processes, manifested in a greater awareness of the progression of their curricular learning and social skills, namely cooperation and autonomy.

Keywords:

Self-regulated learning, Autonomous study, Cooperative and collaborative work.