Recordar para aprender
la evocación de los recuerdos como estrategia de aprendizaje
DOI:
https://doi.org/10.23925/2175-3520.2025i58p26-36Palabras clave:
Memoria, Aprendizaje, Educación, Práctica del recuerdoResumen
Numerosos estudios han demostrado que el acto de recordar intencionadamente los contenidos estudiados puede favorecer la retención de estos contenidos en la memoria a largo plazo, lo que brinda la posibilidad de utilizar la “práctica de recordar” como estrategia de estudio. El objetivo del presente estudio fue discutir los desafíos de la aplicación de esta estrategia en contextos escolares, especialmente en contextos escolares brasileños. Además, el presente trabajo tuvo como objetivo presentar y discutir las principales propuestas teóricas contemporáneas sobre los mecanismos que subyacen a los beneficios de esta práctica. La discusión de la literatura demostró que la práctica de recordar tiene beneficios importantes para el aprendizaje en el aula, especialmente cuando es seguida por feedback correctivo y se lleva a cabo de manera espaciada. En el contexto brasileño, se ha demostrado que es beneficioso para el aprendizaje de los hechos científicos y la ortografía de los niños de enseñanza básica, aunque todavía hay una escasez significativa de estudios realizados en Brasil. Finalmente, se presentan y discuten las principales teorías sobre los beneficios de la práctica del recuerdo, evidenciando una falta de consenso sobre los mecanismos que subyacen a sus beneficios. En conjunto, se hace evidente la necesidad de más investigación traslacional, especialmente examinando los beneficios de la práctica del recuerdo en relación con otras actividades que normalmente se realizan en el aula.
Citas
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