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Abstract(s)
O presente Relatório insere-se na Unidade Curricular Prática do Ensino Supervisionada II, do 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico, da Escola Superior de Educação, do Politécnico de Lisboa, frequentada no ano letivo de 2018/2019.
Para além da apresentação e reflexão crítica sobre as práticas realizadas, este documento inclui uma investigação que resultou da necessidade de aprofundar o estudo e análise de processos de desenvolvimento do Pensamento Crítico nos alunos do 1.º Ciclo do Ensino Básico, a partir de práticas estimuladoras de momentos de reflexão e análise crítica. Este tema revelou-se pertinente devido à relevância que é atribuída no mundo atual à capacidade de pensar de forma crítica, partindo da análise do meio envolvente e de situações do quotidiano. No entanto, apesar de se reconhecer o Pensamento Crítico como uma competência indispensável à educação do indivíduo no século XXI, muitas das práticas educativas realizadas não garantem o desenvolvimento desta capacidade.
Deste modo, a fim de proporcionar uma abordagem crítica dos conteúdos trabalhados com os alunos, propuseram-se cinco atividades, consideradas, potencialmente, promotoras das competências do Pensamento Crítico, nomeadamente, análise de argumentos, resolução de problemas e tomada de decisão.
A investigação assentou numa metodologia de natureza qualitativa, com recurso a análise de conteúdo que possibilitou formular as conclusões do presente estudo. Os resultados obtidos mostram que os alunos, destas faixas etárias, apontam evidências caracterizadas pelas suas experiências e vivências próprias, tendo mais dificuldade em analisar questões abstratas.
Por essa razão, considera-se que as estratégias utilizadas são potenciadoras do desenvolvimento de competências do Pensamento Crítico, sobretudo em alunos do 3.º ano de escolaridade. Reconhece-se, no entanto, que esta capacidade implica o trabalho contínuo e sistemático, a fim de existir a sua mobilização na vida diária.
ABSTRACT The present Report is included in the Teachers Training Course on Supervised Teaching II, of the 2nd year of the Master's Degree in Teaching the 1st Cycle of Basic Education and the Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, of the School of Education of the Polytechnic of Lisbon, frequented in the academic year of 2018/2019. In addition to the presentation and critical reflection on the practices performed, this document includes an investigation that resulted from the need to deepen the study and the analysis of the processes of development of Critical Thinking in the students of the 1st Cycle of Basic Education, since the stimulation practices moments of reflection and critical analysis. This subject was relevant because the importance attributed in the present world to the capacity to think critically, based on the analysis of the environment and everyday situations. However, while critical thinking is recognized as an indispensable competence for the education of the individual in the 21st century, many of the educational practices undertaken do not guarantee the development of this skill. Thus, in order to provide a critical approach to content worked with students, five activities were proposed, potentially promoting the skills of Critical Thinking as argument analysis, problem solving and decision making. The research was based on a qualitative methodology, using content analysis that made it possible to formulate the conclusions of the present study. The results show that the students, in these ages, point to evidence characterized by their own experiences and experiences, having more difficulty to analyse abstract questions. For this reason, it is considered that the strategies used are potentiators of the development of Critical Thinking skills, especially in the students of the 3rd year of school. It is recognized, however, that this capacity implies continuous and systematic work, so that there is mobilization in daily life.
ABSTRACT The present Report is included in the Teachers Training Course on Supervised Teaching II, of the 2nd year of the Master's Degree in Teaching the 1st Cycle of Basic Education and the Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, of the School of Education of the Polytechnic of Lisbon, frequented in the academic year of 2018/2019. In addition to the presentation and critical reflection on the practices performed, this document includes an investigation that resulted from the need to deepen the study and the analysis of the processes of development of Critical Thinking in the students of the 1st Cycle of Basic Education, since the stimulation practices moments of reflection and critical analysis. This subject was relevant because the importance attributed in the present world to the capacity to think critically, based on the analysis of the environment and everyday situations. However, while critical thinking is recognized as an indispensable competence for the education of the individual in the 21st century, many of the educational practices undertaken do not guarantee the development of this skill. Thus, in order to provide a critical approach to content worked with students, five activities were proposed, potentially promoting the skills of Critical Thinking as argument analysis, problem solving and decision making. The research was based on a qualitative methodology, using content analysis that made it possible to formulate the conclusions of the present study. The results show that the students, in these ages, point to evidence characterized by their own experiences and experiences, having more difficulty to analyse abstract questions. For this reason, it is considered that the strategies used are potentiators of the development of Critical Thinking skills, especially in the students of the 3rd year of school. It is recognized, however, that this capacity implies continuous and systematic work, so that there is mobilization in daily life.
Description
Relatório Final apresentado à Escola Superior de Educação de Lisboa para a obtenção do grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Keywords
Estudo do meio Pensamento crítico Resolução de problemas Tomada de decisões Análise de argumentos Social studies Critical thinking Solving problems Making decision Analysis of arguments
Citation
Jesus, A. R. S. (2019). A construção do pensamento crítico a partir do estudo do meio no 1.º Ciclo do Ensino Básico (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/11092
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa