ensino de pensamento crítico e habilidades meta-cognitivas através da investigação filosófica. relatório de um praticante sobre experimentos em sala de aula.
DOI:
https://doi.org/10.12957/childphilo.2019.46229Palavras-chave:
pensamento crítico, meta-cognição, investigação filosófica.Resumo
Embora o consenso de especialistas afirme que o pensamento crítico (PC) é essencial para a investigação, isso não significa necessariamente que, praticando a investigação, as crianças estejam desenvolvendo habilidades de PC. Os programas de filosofia com crianças em todo o mundo visam desenvolver disposições e habilidades de PC por meio de uma comunidade de investigação, e este estudo comparou o impacto do ensino explícito de habilidades de PC durante uma pesquisa, apenas com o método de investigação filosófica (IF) da The Philosophy Foundation (PhF) (que não possuía ensino explícito de habilidades de PC). Diz-se também que a filosofia com crianças melhora as habilidades meta-cognitivas (MC), mas há pouca pesquisa sobre essa afirmação. Após problemas observáveis para garantir uma meta-cognição genuína nas sessões de IF - com uma compreensão razoavelmente forte do que é meta-cognição - um método foi desenvolvido e testado neste estudo para reunir, em apoio mútuo, o desenvolvimento do pensamento crítico e das habilidades meta-cognitivas. Com base no trabalho de Peter Worley e Ellen Fridland (KCL), a Philosophy Foundation realizou um estudo experimental com o King's College London no outono de 2017 e outono de 2018 para comparar o impacto do ensino de habilidades de PC e habilidades de MC em relação às classes que apenas têm investigação filosófica. A abordagem desenvolvida e usada para o estudo emprega o ensino explícito de algumas habilidades de PC e MC no contexto de uma investigação filosófica (em oposição ao ensino separado dessas habilidades) e produz algumas descobertas positivas, tanto qualitativas quanto quantitativas. Ambos os estudos foram realizados em um período de 12 semanas e um grupo de controle e intervenção foi usado em cada estudo. Este relatório se concentra no segundo ano do estudo, com 220 crianças de dez e onze anos envolvidas em oito turmas em três escolas estaduais no sudeste de Londres. Embora existam limitações do estudo, os resultados indicam que o ensino explícito dessas habilidades durante uma investigação filosófica pode ajudar as crianças a usar as habilidades de PC e MC com mais êxito do que apenas a investigação filosófica.
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