THE SELF-REGULATION OF LEARNING THROUGH THE SOCIAL ENVIRONMENT FROM THREE LIVED EXPERIENCES

Abstract

This essay emerges as a different approach to knowledge, where the experiences lived by three Colombian teachers practicing at the preschool, basic and secondary education levels, reveal the realities of their work contexts and the opportunities that have arisen to promote self-regulation of the learning of their students during a hostile social environment and with deficiencies of all kinds. This commitment is derived from the collaborative study “Influence of the social environment on the self-regulatory capacity of students in Colombia” carried out by 23 researchers from the master’s degree in education of the Minuto de Dios University Corporation – UNIMINUTO, which began in March 2022 and was completed. in October 2023. The methodology used in the essay is descriptive-hermeneutic, because each of the three experiences is detailed as the teachers have lived them and subsequently their analysis is carried out based on the following categories: self-regulation of learning, social environment, educational practice, and social phenomena. In each anecdote, the voice of the actors is revived, but also the intervention of culture and social aspects in the learning of students and the transformation of communities. In conclusion, it is established that the social environment is essential in the self-regulation of learning; However, classroom management by the teacher, peer relationships and family support can considerably mitigate contextual difficulties, thus promoting the improvement of the community and the transformation of its territories.