conceitualizando a pedagogia do pensamento crítico na formação de professores
DOI:
https://doi.org/10.12957/childphilo.2024.81799Palavras-chave:
pensamento crítico, linguagem crítica, teoria crítica, pedagogia do pensamento crítico , formação de professoresResumo
As instituições de ensino superior desempenham um papel fundamental na criação e distribuição do conhecimento. A formação de professores está na linha de frente desse trabalho. O papel da formação de professores é significativo no que diz respeito à mobilização do conhecimento dos professores para moldar e informar as formas de estar e atuar no mundo. Nos últimos anos, o ensino superior sofreu uma transformação considerável. Na África do Sul, há um apelo para uma transformação real das práticas pedagógicas, a fim de abordar a inclusão e a emancipação acadêmica, socioeconômica e cultural. Sendo um direito humano que dá voz aos estudantes, o pensamento crítico é uma condição essencial para a adoção de práticas pedagógicas relevantes e justas. O pensamento crítico é um conceito rico e um atributo de consciência necessário em todas as atividades humanas. Ele é exercido através do raciocínio sólido e do diálogo. O pensamento crítico está também associado à compreensão e ao envolvimento em questões profundas relacionadas a domínios socioculturais e políticos de poder e justiça. No entanto, mobilizar e possibilitar a pedagogia do pensamento crítico na educação é complexo e contraditório por natureza. É conveniente, num primeiro momento, conceitualizar o pensamento crítico. O objetivo deste artigo, parte de um estudo maior, é conceitualizar a pedagogia do pensamento crítico para abordar: de que forma a pedagogia do pensamento crítico está envolvida na formação de professores na África do Sul? Então, este artigo pretende responder a questão: o que é pensamento crítico e pedagogia do pensamento crítico? Metodologicamente, foi usado um desenho documental educacional-filosófico-psicossocial interdisciplinar baseado em uma seleção dos principais proponentes do pensamento crítico. Além disso, é apresentada uma conceitualização da pedagogia do pensamento crítico baseada na teoria crítica, especialmente a de Freire e Foucault. Este artigo tem como objetivo destacar a necessidade de mobilização do pensamento crítico por meio da conceitualização da pedagogia do pensamento crítico na formação de professores, necessária para pensar novos modos de ensinar nos dias de hoje.
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