PSYCHOPEDAGOGICAL STRATEGIES FOR DEVELOPING AUTONOMY IN LEARNING: AN EVIDENCE-BASED LITERATURE REVIEW

Abstract

Promoting autonomy in learning is one of the main challenges faced by contemporary education, especially in elementary school contexts. Psychopedagogy, by integrating knowledge from Education, Psychology, and Neuroscience, provides significant contributions to the development of effective strategies aimed at overcoming learning difficulties and fostering self-regulation. This study aimed to analyze, through a qualitative bibliographic review, the main psychopedagogical strategies used to promote autonomy in learning. The research was based on 13 real scientific articles published between 2009 and 2025, retrieved from databases such as SciELO, Google Scholar, and SciELO Preprints. Data were processed using content analysis, resulting in five thematic categories: playfulness, Historical-Cultural Theory, gamification, active learning methodologies, and interpersonal relationships. The results indicated that practices based on play, structured games, executive function enhancement, intentional use of technology, and qualified mediation significantly contribute to student engagement, motivation, and self-regulation. It is concluded that psychopedagogical strategies, when well-planned and contextualized, not only improve academic performance but also foster the formation of autonomous, critical, and participative individuals.