A perspetiva dos alunos sobre um projeto de desenvolvimento do pensamento crítico no ensino superior
Miniatura indisponível
Data
2016
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ISSN da revista
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Editora
Edições Universitárias Lusófonas
Resumo
Muito embora o desenvolvimento de competências para pensar criticamente
seja um esforço contínuo ao longo da vida, os projetos desenvolvidos em
contextos educacionais com estes objetivos têm certamente relevância. O presente
artigo descreve a implementação de um projeto visando a promoção do
Pensamento Crítico em alunos do Ensino Superior, desenvolvendo uma análise
da avaliação que os alunos realizaram deste processo. O projecto envolveu 60
alunos de quatro Unidades Académicas operacionalizou–se ao longo de 4 sessões
(12 horas). A opção por temáticas relacionadas com o quotidiano dos alunos,
contribuiu para a valorização dos processos de pensamento em torno de
questões relevantes para eles e com implicações práticas para os seus projetos
de vida. A operacionalização destes objetivos tinha subjacente o desenvolvimento
de competências práticas nos alunos tais como a produção de textos, a
defesa de diferentes pontos de vista em situação de partilha e debate de opiniões
e ainda a produção de um texto individual, descrevendo o seu processo
de tomada de decisão e fundamentando as suas conclusões. Os alunos identificaram
vantagens ao nível dos processos cognitivos e do pensamento, que caracterizam
como mais metódicos e organizados, mas também mais profundos e
abrangentes. Identificaram ainda vantagens ao nível das estratégias adoptadas
que essencialmente privilegiaram o debate e a argumentação, assim como os
conteúdos abordados que enfatizaram questões pertinentes para os alunos.
Although the development of critical thinking skills is a life-long effort, projects implemented in the educational context have a relevant role regarding this aim. The present paper aims to describe the implementation of an experimental project on the promotion of critical thinking skills in a high educational context, developing subsequently an analysis of the student’s evaluation regarding this process. The project involved 60 students from four Academic Units and was operationalized over 4 sessions (12 hours). The choice of topics related to the daily lives of students, contributed to the appreciation of the thought processes around issues relevant to them and with practical implications for their life projects. The operationalization of these objectives had underlying the development of practical skills in students such as the production of texts, the presentation and discussion of different perspectives in a debate situation and also the production of an individual text, describing their decision making process and reasons for its conclusions. The students considered that their cognitive and thinking process become more organized and systematic, but also more profound and comprehensive. They also identify strengths in the strategies implemented, emphasizing the debate and argumentation, as well as the contents addressed, because these were related with pertinent issues for student´s life.
Although the development of critical thinking skills is a life-long effort, projects implemented in the educational context have a relevant role regarding this aim. The present paper aims to describe the implementation of an experimental project on the promotion of critical thinking skills in a high educational context, developing subsequently an analysis of the student’s evaluation regarding this process. The project involved 60 students from four Academic Units and was operationalized over 4 sessions (12 hours). The choice of topics related to the daily lives of students, contributed to the appreciation of the thought processes around issues relevant to them and with practical implications for their life projects. The operationalization of these objectives had underlying the development of practical skills in students such as the production of texts, the presentation and discussion of different perspectives in a debate situation and also the production of an individual text, describing their decision making process and reasons for its conclusions. The students considered that their cognitive and thinking process become more organized and systematic, but also more profound and comprehensive. They also identify strengths in the strategies implemented, emphasizing the debate and argumentation, as well as the contents addressed, because these were related with pertinent issues for student´s life.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EDUCATION, ENSINO SUPERIOR, HIGHER EDUCATION, AVALIAÇÃO DAS APRENDIZAGENS, STUDENT ASSESSMENT, DESENVOLVIMENTO EDUCATIVO, EDUCATIONAL DEVELOPMENT, ALUNOS, STUDENTS