Roda de conversa como estratégia promotora de capacidades de pensamento crítico

• Ano de defesa: 2018
• Autor(a) principal: Bertoldo, Tássia Alexandre Teixeira
• Orientador(a): Wartha, Edson José
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ensino de ciências; Análise da conversação; Pensamento crítico; Questionamento; Roda de Conversa; Tipologia FA²IA
• Palavras-chave em Inglês: Circles of conversations; Critical thinking; Questioning; Typology FA²IA
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/8006

This paper presents the production, implementation and analysis of the Circles of Conversations as a teaching strategy in the perspective of the development of critical thinking capacities, capable of allowing reflection and dialogue in a shared way. For that, three Circles of Conversations were carried out with five groups of 7th year of Elementary School having as its generating theme the "Life of Darwin". It is a qualitative research of the research-action type. The record was made in audiovisual recording, transcribed and discussed from the content analysis method. Some ideas stood out, being possible to construct categories based on the capacities of Critical Thinking and the questions made in the Circles of Conversations from the FA²IA typology. The discussions carried out presented possibilities and limits from the elaboration to the implementation of this strategy, mainly with regard to waiting time and the number of questions. Inserting the Circles of Conversations in school contexts refers to the reflection on different teaching strategies that allow the participation and construction of knowledge in a critical and purposeful way. Moreover, if planned and implemented from the capabilities of Critical Thinking, it leads to reflection in a democratic and dialogical character in the process of teaching and learning, in which all subjects can participate in the collective construction of a particular knowledge.