Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? - doi: 10.4025/actascieduc.v35i2.19383
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Publication Date: | 2013 |
Format: | Article |
Language: | por |
Source: | Acta Scientiarum. Education (Online) |
Download full: | https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/19383 |
Summary: | The organization of the production process has modified substantially during the last five decades, or rather, there has been a development from a rigid to a flexible type of production. The flexibilization of production, followed by that of products and processes, demands new forms. Within this context, the educational proposals which are systematized in official documents that, in the long run, direct the curricular organization, such as in more general discussions on education, currently expected, require emphasis on the development of critical thought. This may occur through the valorization of the student’s real world as a necessary trait for the 21st century citizen. Current essay, foregrounded on the presuppositions of the Critical Theory, describes the limits of formation for the development of thought that should be denominated ‘critical thought’. Critical thought necessarily implies the undertaking of an experience whilst it presupposes theory, intellectual activity, reflection and analysis of the phenomena so that their determinants could be revealed. |
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Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? - doi: 10.4025/actascieduc.v35i2.19383Desenvolvimento do pensamento crítico e valorização da realidade nos anos iniciais do ensino fundamental: vivência ou experiência? - doi: 10.4025/actascieduc.v35i2.19383critical theoryteachinglearningteoria críticaensinoaprendizagemThe organization of the production process has modified substantially during the last five decades, or rather, there has been a development from a rigid to a flexible type of production. The flexibilization of production, followed by that of products and processes, demands new forms. Within this context, the educational proposals which are systematized in official documents that, in the long run, direct the curricular organization, such as in more general discussions on education, currently expected, require emphasis on the development of critical thought. This may occur through the valorization of the student’s real world as a necessary trait for the 21st century citizen. Current essay, foregrounded on the presuppositions of the Critical Theory, describes the limits of formation for the development of thought that should be denominated ‘critical thought’. Critical thought necessarily implies the undertaking of an experience whilst it presupposes theory, intellectual activity, reflection and analysis of the phenomena so that their determinants could be revealed. Nas últimas cinco décadas, a forma de organização do processo de produção ganhou novos contornos: de uma produção rígida, passou-se a uma produção flexível. Esta flexibilização da produção, acompanhada da flexibilização dos produtos e dos processos de trabalho, demanda uma nova formação. Nesse contexto, tanto as propostas educacionais sistematizadas em documentos oficiais que, em última instância, orientam a organização curricular, como em discussões mais gerais sobre a educação que se espera na atualidade é comum a ênfase no desenvolvimento do pensamento crítico, mediante a valorização da realidade do aluno, como uma das características necessárias para o ‘cidadão’ do século XXI. Baseando-nos em pressupostos da Teoria Crítica, buscamos compreender os limites dessa formação para o desenvolvimento do pensamento que, de fato, merece ser designação por ‘pensamento crítico’. Dos estudos depreende-se que o pensamento crítico implica, necessariamente, a realização de experiência, o que pressupõe teoria, atividade intelectual, reflexão e análise dos fenômenos de modo que seus determinantes sejam revelados. Universidade Estadual de Maringá2013-06-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/1938310.4025/actascieduc.v35i2.19383Acta Scientiarum. Education; Vol 35 No 2 (2013): July-Dec.; 263-269Acta Scientiarum. Education; v. 35 n. 2 (2013): July-Dec.; 263-2692178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/19383/pdf_1Galuch, Maria Terezinha Bellandainfo:eu-repo/semantics/openAccess2023-01-12T18:03:36Zoai:periodicos.uem.br/ojs:article/19383Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2023-01-12T18:03:36Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? - doi: 10.4025/actascieduc.v35i2.19383 Desenvolvimento do pensamento crítico e valorização da realidade nos anos iniciais do ensino fundamental: vivência ou experiência? - doi: 10.4025/actascieduc.v35i2.19383 |
title |
Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? - doi: 10.4025/actascieduc.v35i2.19383 |
spellingShingle |
Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? - doi: 10.4025/actascieduc.v35i2.19383 Galuch, Maria Terezinha Bellanda critical theory teaching learning teoria crítica ensino aprendizagem |
title_short |
Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? - doi: 10.4025/actascieduc.v35i2.19383 |
title_full |
Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? - doi: 10.4025/actascieduc.v35i2.19383 |
title_fullStr |
Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? - doi: 10.4025/actascieduc.v35i2.19383 |
title_full_unstemmed |
Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? - doi: 10.4025/actascieduc.v35i2.19383 |
title_sort |
Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? - doi: 10.4025/actascieduc.v35i2.19383 |
author |
Galuch, Maria Terezinha Bellanda |
author_facet |
Galuch, Maria Terezinha Bellanda |
author_role |
author |
dc.contributor.author.fl_str_mv |
Galuch, Maria Terezinha Bellanda |
dc.subject.por.fl_str_mv |
critical theory teaching learning teoria crítica ensino aprendizagem |
topic |
critical theory teaching learning teoria crítica ensino aprendizagem |
description |
The organization of the production process has modified substantially during the last five decades, or rather, there has been a development from a rigid to a flexible type of production. The flexibilization of production, followed by that of products and processes, demands new forms. Within this context, the educational proposals which are systematized in official documents that, in the long run, direct the curricular organization, such as in more general discussions on education, currently expected, require emphasis on the development of critical thought. This may occur through the valorization of the student’s real world as a necessary trait for the 21st century citizen. Current essay, foregrounded on the presuppositions of the Critical Theory, describes the limits of formation for the development of thought that should be denominated ‘critical thought’. Critical thought necessarily implies the undertaking of an experience whilst it presupposes theory, intellectual activity, reflection and analysis of the phenomena so that their determinants could be revealed. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-06-17 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/19383 10.4025/actascieduc.v35i2.19383 |
url |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/19383 |
identifier_str_mv |
10.4025/actascieduc.v35i2.19383 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/19383/pdf_1 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Acta Scientiarum. Education; Vol 35 No 2 (2013): July-Dec.; 263-269 Acta Scientiarum. Education; v. 35 n. 2 (2013): July-Dec.; 263-269 2178-5201 2178-5198 reponame:Acta Scientiarum. Education (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Acta Scientiarum. Education (Online) |
collection |
Acta Scientiarum. Education (Online) |
repository.name.fl_str_mv |
Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
actaeduc@uem.br|| |
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1754842068655538176 |