Lembrar para aprender
a evocação de memórias enquanto uma estratégia de aprendizagem
DOI :
https://doi.org/10.23925/2175-3520.2025i58p26-36Mots-clés :
Memória, Aprendizagem, Educação, Prática da lembrançaRésumé
Inúmeros estudos demonstram que o ato de lembrar intencionalmente conteúdos estudados pode promover a retenção destes conteúdos na memória de longo prazo, o que traz a possibilidade de se utilizar a “prática da lembrança” como uma estratégia de estudo. O objetivo do presente trabalho foi discutir os desafios da aplicação desta estratégia em contextos escolares, especialmente contextos escolares brasileiros. Além disso, o presente trabalho objetivou apresentar e discutir as principais propostas teóricas contemporâneas sobre os mecanismos subjacentes aos benefícios desta prática. A discussão da literatura demonstrou que a prática da lembrança apresenta benefícios importantes para o aprendizado em sala de aula, especialmente quando seguida de feedback corretivo e conduzida de maneira espaçada. Em contextos brasileiros, ela se mostra benéfica para o aprendizado de fatos científicos e ortografia por crianças do ensino fundamental, embora ainda exista uma importante escassez de trabalhos conduzidos no Brasil. Por fim, as principais teorias sobre os benefícios da prática da lembrança são apresentadas e discutidas, evidenciando uma ausência de consenso sobre os mecanismos subjacentes aos seus benefícios. Em conjunto, se torna evidente a necessidade de mais pesquisas translacionais, especialmente examinando os benefícios da prática da lembrança em relação a demais atividades tipicamente conduzidas em sala de aula.
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© Psicologia da Educação 2025
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