O pensamento crítico na formação de professores

Abstract

Critical thinking arises from a process of reflection, so this work understands that reflection is an indispensable component for the formation of critical thinking. This means that to be critical one has to be reflective, so we bring the proposal of a reflexive-critical formation supported by the foundations of neurosciences and cognitive psychology. To do so, the following problem has been started: How is the cognitive process of thought mobilized for the formation of the reflexive-critical teacher in the mediating pedagogically courses of the CESP/UEA? In this way, we designed as general research objectives: to understand how the cognitive process of thought is mobilized for the formation of the reflexive-critical teacher. And as specific objectives: To know which cognitive processes mobilize thinking in the formation of the critical-reflexive teacher from the studies of cognitive psychology and neuroscience; 2) To discuss the perception of Parintins residents about the contribution of universities in the municipality, highlighting the relationship between higher education, economic and social development and the formation of critical thinking; 3) To discuss the process of formation of the critical-reflexive teacher from the perspective of critical thinking, and 4) To analyze how the pedagogical interventions in undergraduate courses enable the formation of the critical-reflexive teacher. The research was carried out from a dialectic perspective because it understands the object of study as a dynamic process built on the relationship between historical-social subjects, since critical thinking is not innate, but is developed in the pedagogical mediations in teacher training courses, constituting a reflexive-critical formation. Of a qualitative nature, it was held at the Centre for Higher Studies in Parintins, whose subjects were 52 (fifty-two) teachers in the undergraduate courses, 06 (six) egresses who concluded in the period 2013/2 to 2017/2 and 139 (one hundred and thirty-nine) residents of the municipality. The following research techniques were used: the Documentary Survey, the Questionnaire, the Formative Focus Group and the Semi-structured Interview. It defends the thesis that the cognitive process of thought mobilized by pedagogical mediations enables the formation of the reflective-critical teacher, providing future educators with a formation based on reflection-action and the indissociability of theory and practice. The data indicate that the formation of critical thinking is not yet constructed in a solid way in the pedagogical mediations in the undergraduate courses. This is because in the voices of the teachers, as well as of the egress, the theme is fragile and in the process of constructing its real meaning.