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Potenciar o pensamento crítico em contexto educativo
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Resumo(s)
O reconhecimento de que o pensamento crítico é uma competência indispensável à educação dos indivíduos no século XXI é uma evidência clara nos nossos dias.
Conceptualizado como uma forma complexa de raciocínio, o pensamento crítico, procura articular conhecimentos, experiências, atitudes e valores que, na resolução de problemas do dia a dia, por exemplo, se constitua como um recurso valioso e em situações de aprendizagem escolar se torna fundamental. A sua crescente valorização tem vindo a ser notada nos documentos educativos oficiais, contudo, são ainda poucos os estudos que abordam o seu contributo. Neste artigo pretende-se dar conta de uma investigação que deriva da práxis em contexto de educação pré-escolar, com um grupo de crianças de cinco anos, em que se procurou estimular o desenvolvimento do pensamento crítico a partir da sua participação efetiva em atividades da prática, complementadas com discussão, reflexão e argumentação, valorizando a opinião das crianças. O estudo seguiu uma linha de cariz qualitativa, recorrendo à observação participante, notas de campo, registos fotográficos e produções das crianças. Como resultado, observou-se que a utilização de metodologias ativas, através da realização de atividades, essencialmente práticas/experimentais, as crianças passaram a envolver-se e a participar na discussão dos assuntos abordados de forma mais competente e fundamentada e a refletiram sobre as implicações dos conhecimentos adquiridos.
The recognition that critical thinking is an indispensable competence for the education of the individual in the 21st century is clear evidence today. Conceptualized as a complex form of reasoning, critical thinking seeks to articulate knowledge, experience, attitudes, and values. In everyday problem solving, for example, it is a valuable resource, and in school learning situations it is fundamental. Its growing appreciation has been noted in official educational documents, however, there are still few studies that address its contribution. The aim of this communication is to report on an investigation arising from the practice in a preschool education context, with a group of five-year-old children, in which we tried to stimulate the development of critical thinking from their effective participation in practical activities, complemented with discussion, reflection and argumentation, valuing the child's opinion. This study followed a qualitative approach, using participant observation, field notes, photographic records, and children's productions. As a result, it was observed that the implementation of activities, essentially practical, in which active methodologies were used, children became involved and participated in the discussion of the issues addressed in a more competent and reasoned way and reflected on the implications of the knowledge acquired.
The recognition that critical thinking is an indispensable competence for the education of the individual in the 21st century is clear evidence today. Conceptualized as a complex form of reasoning, critical thinking seeks to articulate knowledge, experience, attitudes, and values. In everyday problem solving, for example, it is a valuable resource, and in school learning situations it is fundamental. Its growing appreciation has been noted in official educational documents, however, there are still few studies that address its contribution. The aim of this communication is to report on an investigation arising from the practice in a preschool education context, with a group of five-year-old children, in which we tried to stimulate the development of critical thinking from their effective participation in practical activities, complemented with discussion, reflection and argumentation, valuing the child's opinion. This study followed a qualitative approach, using participant observation, field notes, photographic records, and children's productions. As a result, it was observed that the implementation of activities, essentially practical, in which active methodologies were used, children became involved and participated in the discussion of the issues addressed in a more competent and reasoned way and reflected on the implications of the knowledge acquired.
Descrição
Palavras-chave
Pensamento crítico Prática de ensino supervisionada Educação pré-escolar
Contexto Educativo
Citação
Luís, Ana Paula Cordeiro; Freire-Ribeiro, Ilda; Pires, Delmina (2023). Potenciar o pensamento crítico em contexto educativo. In Mesquita, Cristina; Silva, Elisabete Mendes; Pires, Manuel Vara; Lopes, Rui Pedro; Vaz, Paula Marisa Fortunato (Eds.) VII Encontro International de Formação na Docência: Livro de Atas (INCTE). Bragança: Instituto Politécnico. p. 246-258. ISBN 978-972-745-318-4
Editora
Instituto Politécnico de Bragança