**1. Introduction**

School has become responsible for disseminating elaborated culture and encouraging the construction of knowledge, making learning a constant. It is understood that acting in the field of education requires student learning outcomes. However, there is no single, external formula that addresses the problem [1]. What is known is that learning needs to be seen as an activity that students do to themselves proactively, rather than as a reaction to teaching [2].

According to Zimmerman [2], "a major function of education is the development of lifelong learning skills." Therefore, responsibility and autonomy are two essential aspects. It is common to find students who like to be told what to do or do it only if it is essential to a good grade. These attitudes diminish confidence in their own actions and depress the use of strategies to promote learning [3]. Learning needs involve the use of specific strategies to achieve academic goals [4]. And these actions come from research and development of problem-solving, coupled with the motivation to achieve solid results.

Cognitive psychology brings problem-solving as a motivated activity to reach a goal or answer a question [5]. And this will be the work front for the analysis of this study, which has as guiding element the methodology of teaching and applied learning for adolescents in high school at Sesi School network in the State of Paraná. The objective of the study is to relate aspects of Sesi's methodology to the theoretical notes referring to the problem-solving of Sternberg [5] and the self-regulation of learning in the vision of author Barry Zimmerman, both guided by cognitive and socio-cognitive psychology.
