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Contributos para a construção do pensamento crítico. A Filosofia na Educação Pré-escolar
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Abstract(s)
O presente relatório descreve e reflete o percurso experienciado no âmbito da Prática e Intervenção Supervisionada do Mestrado em Educação Pré-Escolar realizado na Escola Superior de Educação e Ciências Sociais do Instituto Politécnico de Portalegre. O projeto que nele se descreve decorreu nos anos letivos 2019-2020 e 2020-2021, em contexto de Creche e de Educação Pré-Escolar, respetivamente.
Situamo-nos na Educação Pré-escolar, nos seus princípios e fundamentos educativos e nos seus objetivos e pretendemos destacar a importância de, na gestão pedagógica diária, serem criadas oportunidades para que as crianças usem o seu pensamento e para que os educadores de infância intencionalizem as suas práticas no sentido da promoção da construção do pensamento crítico pelas crianças. Assim, através de um projeto de investigação-ação desenvolvemos oportunidades para que a criança exercitasse o seu pensamento num sentido crítico através de situações de questionamento, com recurso à Filosofia com Crianças. Acompanhámos a ação realizada ao longo do estudo através da prática de uma constante observação e reflexão da atividade desenvolvida, de forma a irmos melhorando a ação educativo-pedagógica e não nos desviando dos objetivos que nos moveram.
Concluímos que as oportunidades para ir construindo um pensamento mais crítico, não sendo fáceis de concretizar, podem assentar na prática de um bom questionamento com recursos a momentos e situações enquadradas na Filosofia com Crianças.
This report describes and reflects the path experienced in the Practice and Supervised Intervention of the Master's Degree in Preschool Education held at the School of Education and Social Sciences of the Polytechnic Institute of Portalegre. The project described herein took place in the school years 2019-2020 and 2020-2021, in the context of kindergarten and pre-school education respectively. We situate ourselves in Pre-school Education, in its principles and educational foundations and in its objectives and intend to highlight the importance opportunities being created for children to use their thinking and for early childhood educators to intentionalise their practices towards the promotion of the construction of critical thinking by children; this is only achieved through a daily pedagogical management. Thus, through an action-research project we developed opportunities for children to exercise their thinking in a critical sense through questioning situations using Philosophy with Children. We monitored the action carried out throughout the study through constant observation and reflection of the activity developed in order to improve the educational-pedagogical action and not deviate from the objectives that moved us. We concluded that the opportunities to build a more critical thinking, although not easy to achieve, may be based on the practice of a good questioning through moments and situations framed in Philosophy with Children.
This report describes and reflects the path experienced in the Practice and Supervised Intervention of the Master's Degree in Preschool Education held at the School of Education and Social Sciences of the Polytechnic Institute of Portalegre. The project described herein took place in the school years 2019-2020 and 2020-2021, in the context of kindergarten and pre-school education respectively. We situate ourselves in Pre-school Education, in its principles and educational foundations and in its objectives and intend to highlight the importance opportunities being created for children to use their thinking and for early childhood educators to intentionalise their practices towards the promotion of the construction of critical thinking by children; this is only achieved through a daily pedagogical management. Thus, through an action-research project we developed opportunities for children to exercise their thinking in a critical sense through questioning situations using Philosophy with Children. We monitored the action carried out throughout the study through constant observation and reflection of the activity developed in order to improve the educational-pedagogical action and not deviate from the objectives that moved us. We concluded that the opportunities to build a more critical thinking, although not easy to achieve, may be based on the practice of a good questioning through moments and situations framed in Philosophy with Children.
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Keywords
Educação Pré-Escolar Pensamento Crítico Filosofia Pre-School Education Critical Thinking Philosophy