Metacognition as a research methodology in the training of students and education professionals

Abstract

This article presents metacognition as a research methodology, highlighting the peculiar way of designing and putting into action formation programs with students and education professionals, in a dynamic that, at the same time that the participant is constituted, improves formation (initial or continuous) and transforms the school daily where it is inserted. The metacognitive methodology in a formation program encourages learning how to learn when it calls for awareness and regulation of the cognitive activities of its participants, towards the transformation of practice. The formation of researchers is highlighted as a fundamental element for the development of research in the metacognitive perspective. The attitude of thinking about one's own thinking, of learning about one's own learning in and in the group, together with their peers, is the opportunity for researchers to prepare their eyes and listening to the realities to be unveiled.