THE SELF-REGULATION OF THE LEARNING OF STATE TRAINERS IN RONDÔNIA IN THE PANDEMIC CONTEXT

Abstract

This study investigates the learning self-regulation strategies adopted by state trainers in Rondônia during the context of the COVID-19 pandemic, between March and December 2020. The pandemic has imposed significant challenges for teaching, forcing a rapid adaptation to remote teaching. Using Bandura's social-cognitive theory and Zimmerman and Pintrich's models, the research seeks to understand how educators managed their learning processes and adaptation to the new scenario. The methodology adopted was qualitative, with semi-structured interviews and documentary analysis of the pedagogical materials used by the trainers. The results indicate that, in order to face the difficulties imposed by the pandemic, the trainers adopted cognitive, metacognitive, and emotional strategies, such as the use of digital platforms, rigorous planning of activities, and self-reflection on their practices. The survey also reveals the importance of self-regulation not only for the success of remote learning, but also for educators' resilience in the face of a global crisis. This study contributes to the understanding of how self-regulation can be applied in adverse contexts, promoting more effective and adaptable continuous training.

DOI: https://doi.org/10.56238/sevened2025.011-037