Pensamento crítico e formação em didática de línguas

• Cristina Manuela Sá ^[1]
  1. [1] Universidade de Aveiro

     Universidade de Aveiro

     Vera Cruz, Portugal

     
• Localización: Pensamento crítico na educação: desafios atuais / coord. por Caroline Dominguez, 2015, ISBN 978-989-704-207-2, págs. 145-157
• Idioma: portugués
• Enlaces
  • Texto Completo Libro
• Resumen

  • One of the most important goals of the 21st century society is the institution of aneducation model really able to promote the development of competences. This is a sine qua non condition for the exercise of an active and critical citizenship and an effective adaptation to ever changing circumstances. Critical thinking is among these competences. Therefore developing abilities related with it must be one of the aims ofteacher training, since no one can develop that competence in other people without beingable to exercise it.Higher Education has also embraced this concern through the implementation of the Bologna propositions. The Department of Education of the University of Aveiro (Portugal) has been working along these lines since 2007.This paper presents the results of the documental analysis of the syllabus of a course relating the issues of education in the mother tongue to the training students areconcurrently receiving in educational institutions. This study intent was to ascertain if thiscourse is in fact designed to foster the students’ critical thinking. The categories used in the analysis were inspired in the scale that Lipman created to define critical thinking. We used a qualitative methodology: documental analysis, to gather data, and content analysis and descriptive statistics, to analyze those data.The results of the analysis revealed the strengths of that syllabus concerning thepromotion of critical thinking.