HOMEWORK AS A SELF-REGULATION TOOL

and implications for future educational practices

Abstract

In this article we approach Homework, which has integrated educational practices for decades and has made the educational community reflective regarding its meaning and function in the teaching-learning process. From the instruments we constructed, we intend to identify and analyze the conceptions teachers and students have regarding Homework, as well as its potential to develop self-regulatory competencies in students. Results highlight the need to rethink practices, objectives, functions and contributions Homework brings to the teaching-learning process. Furthermore, results also show the potential to promote self-regulatory processes that are inherent to the opportunities towards autonomy, task management, time and resources that Homework implicates in private study moments.