Concepções sobre pensamento crítico no ensino fundamental e médio. Uma revisão da literatura
DOI:
https://doi.org/10.35622/j.rie.2023.02.006Palavras-chave:
concepções, ensino fundamental, ensino médio, formação, pensamento críticoResumo
Introdução: o pensamento crítico tornou-se uma noção fundamental das políticas e discursos educacionais, a tal ponto que sua presença é inquestionável. No entanto, sua concepção é multifacetada junto com suas práticas de treinamento e avaliação. Objetivo: analisar várias concepções de pensamento crítico no ensino fundamental e médio, a fim de determinar suas características, seus traços primordiais e as formas como ele é compreendido e formado. Metodologia: foi realizada uma revisão sistemática, considerando 60 investigações publicadas mundialmente entre 2017 e 2022, nas bases de dados Scopus e Dimensions, utilizando critérios de elegibilidade cuja categoria central de busca foi o pensamento crítico em relação ao ensino fundamental e médio. Resultados: uma educação baseada no pensamento crítico tem um impacto positivo nas interações escolares e nos processos de formação dos alunos; além disso, a possibilidade de integrar as concepções do pensamento crítico pode favorecer os processos educativos. Conclusão: as concepções heterogêneas do pensamento crítico no ensino fundamental e médio podem contribuir para sua compreensão e práticas formativas e avaliativas, quando pensadas em termos situados. A formação do pensamento crítico é hoje fundamental, sobretudo pela sua importância na educação do século XXI e pela possibilidade de desenvolver tanto formas de pensar como comportamentos autónomos, críticos e éticos.
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