In a continuous transformation, society imposes new approaches on the school environment,
guidelines that aim to focus on cultivating the skills of individuals in training. This focus of education on skills development foreshadows the emergence of new mechanisms for learning, mechanisms which, through their applicability, provide independence in learning, means of regulating learning and at the same time their own assessment of this so complex process. Thus, metacognition comes as a saving solution to the ever-changing transformation that society imports, as it underpins an important link in learning, through which the young is aware of his capacity to understand knowledge, becomes part of conscious and implicitly effective learning, while being able to identify the functioning mechanisms of
his own thinking
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