Self-regulation of learning and autonomy promoted in educational practices of Public Relations teachers

Abstract

This article presents a survey carried out with teachers and/or coordinators of Public Relations courses at Higher Education Institutions in Brazil that sought to identify whether educational practices can be given new meanings through the promotion of self-regulation of learning and student autonomy. Through a literature review on the research object, the article's originality was noted. The research carried out was qualitative and considered quantifiable data when describing and analyzing the empirical data collected in the field through two stages and the use of two instruments: (i) questionnaire - structured with 20 multiple choice questions formulated based on the Likert scale and which had 18 participants; and (ii) structured interview – presented with 12 open questions and had 13 respondents (among the 18 participants in the previous stage). The sample indicated results that were grouped into three categories of analysis and twelve axes. It could be seen that the sample participants identified the importance of promoting self-regulation and autonomy in the teaching and learning process in higher education and understand that it is necessary to obtain due knowledge about the constructs of self-regulation of learning so that they can bring other contributions on the topic little explored and applied. It is expected that new studies will be presented based on the results presented in the research developed that sought to verify whether Public Relations teaching practices can be redefined through the promotion of self-regulation and autonomy.