Orientador: Evely Boruchovitch / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T07:12:53Z (GMT). No. of bitstreams: 1 Bortoletto_Denise_M.pdf: 1632704 bytes, checksum: 1188a73075c7d60b99990fe120b6ebff (MD5) Previous issue date: 2011 / Resumo: As estratégias de aprendizagem e as de regulação emocional são importantes para a autorregulação acadêmica, pois proporcionam ao estudante possibilidades de consciência e de controle de seu pensamento, bem como seu estado afetivo. Tendo como referencial teórico a Psicologia Cognitiva baseada na Teoria do Processamento da Informação, o objetivo desta pesquisa foi descrever as estratégias de aprendizagem e de regulação emocional de 298 estudantes, de variadas idades, de ambos os sexos e de diferentes anos do curso de Pedagogia de universidades públicas brasileiras. Buscou-se também identificar possíveis relações entre as variáveis estudadas. Os dados foram coletados por meio de questões abertas e por duas escalas do tipo Likert, uma para avaliar as estratégias de aprendizagem e a outra, para a regulação emocional. Os dados objetivos foram analisados quantitativamente mediante procedimentos de estatística descritiva e inferencial, ao passo que as questões abertas foram estudadas qualitativamente, por meio da análise categorial. Os resultados apontam que os universitários relataram fazer uso de estratégias de aprendizagem e de regulação emocional. Quanto às estratégias de aprendizagem, os estudantes afirmaram utilizar, em sua rotina de estudos, estratégias de aprendizagem cognitivas e metacognitivas, no entanto também mencionaram usar estratégias prejudiciais ao seu processo de aprender. No que se refere à regulação emocional, os participantes citaram empregar estratégias apropriadas para o controle das suas emoções. Os dados ainda mostram que as mulheres são mais estratégicas que os homens e que os estudantes mais velhos afirmam empregar mais estratégias de aprendizagem e de regulação emocional que seus colegas mais jovens. Frente ao reduzido número de estudos nacionais que investigam as estratégias de aprendizagem e as estratégias de regulação emocional nos cursos de formação de professores, tem-se a expectativa de que as informações obtidas nesta pesquisa possam contribuir para a melhor compreensão da relação entre essas variáveis e que os resultados encontrados possam se tornar úteis para os cursos de Pedagogia, rumo à formação de futuros docentes mais estratégicos e autorregulados. / Abstract: Learning and emotional regulation strategies are important for academic self-regulation, because they give to the student an opportunity be conscious and to control their thinking and their emotional state. The theorethical reference to this search was Cognitive Psychology based on the Theory of Information Processing and the aim was to describe learning and emotional regulation strategies of 298 varying ages, both genders students at different years of Brazilian Education College Faculties of in public universities. One aimed also to identify the possible relationship between the studied variables. Data collection used open questions and two Likert scales, one to evaluate learning strategies and another to emotional regulation. Objective data were analyzed by descriptive and inferential statistic procedures and open questions had a qualitative study by content analysis. Results show that the university students reported making use of learning and emotional regulation strategies. Concerning to the first one, they reported to use, in their study routine, cognitive and metacognitive learning strategies but they mentioned also to use strategies that that impair their learning process. They also reported to use appropriated strategies to control their emotions. Data show that women are more strategic than men and the older students seem to apply more strategies than the younger fellows. Due to the reduced number of national studies that investigate learning and emotional regulation strategies in teachers training courses it is expected that the information obtained in this research may contribute to the better comprehension of the relationship between these variables as well these results may be useful to Education courses in order to train more strategic and self regulated future teachers. / Mestrado / Psicologia Educacional / Mestre em Educação

Le financement basé sur la performance est une approche gestionnaire promue par la Banque Mondiale (BM) et United States Agency for International Development (USAID), qui connaît une rapide diffusion dans les programmes d’aide au développement. Dans un contexte où de nombreux travaux ont démontré la subjectivité du lien entre la lutte contre la pauvreté et les « bonnes politiques » recommandées par la BM dans le cadre de l’allocation basée sur la performance (ou sélectivité), il apparaît pertinent de s’interroger sur la performativité de ce nouvel instrument. En mobilisant conjointement la théorie de l’acteur-réseau et les théories néo-institutionnelles,cette thèse analyse, au niveau global puis dans un cadre national, le processus de conception, d’expérimentation, de diffusion et de mise en œuvre de l’instrument dans le domaine de la réforme des systèmes de santé. Au niveau global, nous étudions la conceptualisation de l’instrument, que nous replaçons dans une généalogie de la performation, par le réseau néolibéral, des politiques d’aide au développement et de santé globale. Nous analysons ensuite son expérimentation au Rwanda,dans le cadre d’un dispositif de régulation par le marché des systèmes de santé mis en œuvre à travers : (I) la mise en place d’une tarification à l’activité visant à transformer les structures de santé en acteurs économiques autonomes (volet offre), et (II) la création de mutuelles privées communautaires à même de développer des stratégies d’achats (volet demande). Nous étudions enfin sa diffusion institutionnelle sous l’effet (i) d’une valorisation de l’expérimentation rwandaise sans prise en compte de son contexte spécifique, et (II) d’un dispositif incitatif permettant l’enrôlement des responsables de la BM et des ministères bénéficiaires. Au niveau national, nous étudions la stratégie d’influence de la BM et de l’USAID en faveur de la diffusion de ces réformes au Sénégal. Nous présentons le processus d’adoption de ces réformes par le Ministère de la santé, la mise en échec d’un modèle de régulation concurrent en voie d’expérimentation par la coopération technique belge, puis les pressions exercées parla BM pour contraindre le gouvernement à internaliser le modèle promu. Nous mettons ensuite en perspective l’abandon du modèle de régulation par le marché qui était initialement affiché,au profit d’une nouvelle régulation transnationale, matérialisée par un contrat de financement basé sur l’activité directement contrôlé par la BM. / Performance-based financing is a management approach promoted by the World Bank (WB) and the United States Agency for International Development (USAID) that is rapidly being mainstreamed in development assistance programs. In a context where many studies have demonstrated the subjectivity of the link between the fight against poverty and the "good policies" recommended by the WB in the context of performance-based allocation (or selectivity), it seems relevant to question the performativity of this new instrument. Drawing jointly on actor-network theory and neo-institutional theories, we analyze the process of designing, experimenting, disseminating and implementing the instrument in the field of health policy reforms at the global level and then at the national level.At the global level, we study the conceptualization of the instrument, which we place in agenealogy of the neoliberal network's performance of development aid and global healthcarepolicies. We then analyze its experimentation in Rwanda, as part of a market-based regulationfor healthcare systems implemented through: (I) the deployment of activity-based payments to transform healthcare structures into autonomous economic actors (on the supply side), and (II) the creation of private community-based insurance structures designed to develop purchasing strategies (on the demand side). Finally, we study the instrument’s institutional diffusion under the effects of (I) a promotion of the Rwandan experiment decontextualized from the country’sspecific political situation, and (II) an incentive mechanism allowing the enrolment of both WB’sofficials and the ministries that are benefitting from the WB’s aid. At the national level, we have studied the influence strategy of a coalition of actors composedof the WB and USAID to promote the dissemination of these reforms in Senegal. We present the process of adoption of the reforms by the Ministry of Health, the failure of a competing regulatory model that was being tested by Belgian technical cooperation, and then the pressure exerted by the WB to coerce the government into internalizing the promoted model.We then put into perspective the abandonment of the market-based regulatory model that was initially announced, in favor of a new transnational regulation, materialized by activity-basedfinancing contracts that are directly controlled by the WB.