摘要：This paper is based on the theoretical referential of the Cognitive Psychology/ Information Processing Theory, aiming to investigate how people learn, structure and use the acquired knowledge. This study aimed to analyze reports about pedagogical practices executed by tutors on Distance Learning, regarding the encouragement to use cognitive, behavioral and self-regulatory learning strategies by the students. Fifty-six tutors from a Public Institution from the Center-West region of the country took place on it. Data collection was made by means of a questionnaire, using the tools of Google Drive made available to the tutors in the platform of the course. Answers were analyzed by means of the theoretical contribution of the Content Analysis. Generally, it was observed that the pedagogic practices of the participants were focused in promoting the use of learning strategies, being the cognitive ones the more encouraged ones with regards to the behavioral and self-regulatory ones. Behavioral and self-regulatory strategies of emotion control were the less incentivized ones. Thus, it is suggested that the training of tutors should be directed towards studies about learning strategies and that new studies are performed, especially regarding affective and emotional strategies regarding the emotion control of the student. Also, considering the lack of intervention studies, the execution of intervention proposals focused on using learning strategies, especially in Distance Learning, is suggested.
关键词：cognitive psychology; information processing theory; learning strategies; distance education; tutor
