contextualising critical thinking pedagogy in south african teacher education
DOI:
https://doi.org/10.12957/childphilo.2025.85778Palavras-chave:
ensino superior, comunidades de investigação, pedagogia do pensamento crítico, educação de qualidade, filosofia para crianças, formação de professoresResumo
Desde 1994, a África do Sul, uma democracia em desenvolvimento, busca melhorar a qualidade de sua educação. O crime, a pobreza e o desemprego, entre outras mazelas socioeconômicas, depreciam a qualidade de vida. Embora a política e a economia tenham impulsionado a política educativa e transformado os currículos, na prática são apenas simbólicas. A pedagogia do pensamento crítico enfatiza que desenvolver e possibilitar a consciência crítica é importante para uma vida de qualidade e uma cidadania saudável. Apesar de ser complexa por natureza, a pedagogia do pensamento crítico é considerada uma abordagem dialógica, centrada no aluno e baseada na investigação. A contextualização das práticas pedagógicas de pensamento crítico, incorporadas na teoria necessária para a mudança sustentável e a transformação contínua, está relacionada com a educação de qualidade, especialmente no ensino superior sul-africano. Em consonância com o apelo por uma educação de qualidade feito por Organizações Não Governamentais locais e instituições internacionais, como as Nações Unidas, este artigo busca contextualizar a pedagogia do pensamento crítico como uma abordagem, através da cultura de colaboração e investigação na formação de professores na África do Sul. O artigo defende a inclusão explícita da pedagogia do pensamento crítico na formação de professores das instituições de ensino superior sul-africanas. A estrutura da Filosofia para Crianças de Lipman é apresentada como meio de adotar uma abordagem pedagógica baseada no contexto, na colaboração e na narrativa de histórias; centrada na justiça, no respeito e na dignidade, sensível à aplicação local e universal — que poderia abordar a educação de qualidade.
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