Daily practices of study and autonomous learning in family and academic students' contexts

Daily study practices are investigated to visualize autonomous learning in pedagogy students. In doing so, habits, practices and relationships are presented in the context of higher education. Familiar and academic contexts that show daily practices of study are addressed. The purpose is to approach autonomous learning through study strategies used by students. The methodology is qualitative with a biographical approach. Biographemas and focus groups were used. In family contexts, learning conditions are evident such as: silence, music and time organization. In the academic contexts, individual and social strategies are described. The study concludes with the presence of tensions between daily practices of study and autonomous learning, and the importance of the individual and social construction of knowledge.

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