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O pensamento crítico e pensamento criativo é claramente uma competência em crescendo, se atendermos à importância que assume para a nossa sociedade. Foi, inclusivamente, incluída no grupo das competências para o século XXI. A principal questão prende-se com a necessidade de desenvolver esta competência nas crianças, desde cedo, nas instituições de ensino, no sentido de se pensar em estratégias que permitam que as crianças se desenvolvam crítica e criativamente. Pensar crítica e criativamente é uma área de competência fundamental também para o exercício da cidadania. Por esta razão, é uma das áreas de competências observada no Perfil dos Alunos à Saída da Escolaridade Obrigatória para o Século XXI. Daqui advém a pertinência de elaborarmos esta investigação, tendo por base responder à seguinte questão-problema: Como potenciar o pensamento crítico e pensamento criativo em contexto escolar? De forma a respondermos a esta questão definimos a priori os seguintes objetivos: (i) (re)conhecer o contexto educativo como um dos agentes que facilita ou inibe a capacidade criativa; (ii) definir estratégias que ajudem a criança a desenvolver o pensamento crítico e pensamento criativo; (iii) estimular o raciocínio lógico através da promoção de tarefas que desafiem o pensamento crítico e pensamento criativo; e (iv) analisar e avaliar a consistência dos raciocínios das crianças perante situações que exijam pensar crítica e criativamente. A metodologia utilizada, tratando-se de uma investigação sobre as nossas próprias práticas pedagógicas, num contexto de atividades/aulas, e com a utilização de tarefas exploratório-investigativas, sustenta-se numa abordagem qualitativa. Apesar de todas as dificuldades que limitaram as nossas práticas pedagógicas conseguimos retirar conclusões positivas, nomeadamente que as crianças foram capazes de estabelecer critérios para assumirem as suas ideias em discussões críticas, construindo argumentos para fundamentar as suas tomadas de posição. Fomos também percebendo que as crianças recorreram à imaginação, inventividade, desenvoltura e flexibilidade, e assumiram riscos para imaginarem além do conhecimento existente.
Critical thinking and creative thinking is a growing skill, given the importance, it assumes for our society. It was even included in the skills group for the 21st century. The main issue is related to the need to develop this competence in children, from an early age, in educational institutions, in the sense of thinking about strategies that allow children to develop critically and creatively. Critical and creative thinking is an area of fundamental competence also for the exercise of citizenship. For this reason, it is one of the areas of competence observed in the Profile of Students Leaving Mandatory Education for the 21st Century. Hence the pertinence of elaborating this investigation, based on answering the following question-problem: How to enhance critical thinking and creative thinking in the school context? To answer this question, we defined the following objectives a priori: (i) (re) knowing the educational context as one of the agents that facilitates or inhibits the creative capacity; (ii) define strategies that help the child to develop critical thinking and creative thinking; (iii) stimulate logical reasoning by promoting tasks that challenge critical thinking and creative thinking; and (iv) analyze and evaluate the consistency of children's reasoning in situations that demand critical and creative thinking. The methodology used, being an investigation about our pedagogical practices, in a context of activities/classes, and with the use of exploratory-investigative tasks, is based on a qualitative approach. Despite all the difficulties that limited our pedagogical practices, we were able to draw positive conclusions, namely that the children were able to establish criteria to assume their ideas in critical discussions, constructing arguments to support their positions. We were also realizing that children resorted to imagination, inventiveness, resourcefulness, and flexibility, and took risks to imagine beyond existing knowledge.
Critical thinking and creative thinking is a growing skill, given the importance, it assumes for our society. It was even included in the skills group for the 21st century. The main issue is related to the need to develop this competence in children, from an early age, in educational institutions, in the sense of thinking about strategies that allow children to develop critically and creatively. Critical and creative thinking is an area of fundamental competence also for the exercise of citizenship. For this reason, it is one of the areas of competence observed in the Profile of Students Leaving Mandatory Education for the 21st Century. Hence the pertinence of elaborating this investigation, based on answering the following question-problem: How to enhance critical thinking and creative thinking in the school context? To answer this question, we defined the following objectives a priori: (i) (re) knowing the educational context as one of the agents that facilitates or inhibits the creative capacity; (ii) define strategies that help the child to develop critical thinking and creative thinking; (iii) stimulate logical reasoning by promoting tasks that challenge critical thinking and creative thinking; and (iv) analyze and evaluate the consistency of children's reasoning in situations that demand critical and creative thinking. The methodology used, being an investigation about our pedagogical practices, in a context of activities/classes, and with the use of exploratory-investigative tasks, is based on a qualitative approach. Despite all the difficulties that limited our pedagogical practices, we were able to draw positive conclusions, namely that the children were able to establish criteria to assume their ideas in critical discussions, constructing arguments to support their positions. We were also realizing that children resorted to imagination, inventiveness, resourcefulness, and flexibility, and took risks to imagine beyond existing knowledge.
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Keywords
Creche Educação pré-escolar 1.º ciclo do ensino básico Pensamento criativo Pensamento crítico