Metacognition as learning process

Abstract

The theory of metacognition and self-regulation as a facilitator of the learning process proposed in this paper aims to understand the cognitive components that involve learning. The research literature highlights the nature of the mediator role in the search for alternatives and solutions to resolve the present difficulties in the act of learning. Self-regulation becomes present from the moment the learner establishes a relationship between mediation motivation, the need to learn and overcome the challenge. This process proposes mechanisms and strategies to the learning needs of the learner in the form of scaffolding, aiming to overcome obstacles and manage their errors.