A relevância do desenvolvimento do pensamento crítico no ensino profissional como condição para emancipação

Detalhes bibliográficos
Ano de defesa: 2019
Autor(a) principal: Vieira, Luciana Rodrigues
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Santa Maria
Brasil
Educação
UFSM
Programa de Pós-Graduação em Educação Profissional e Tecnológica
Colégio Técnico Industrial de Santa Maria
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://repositorio.ufsm.br/handle/1/19228
Resumo: This paper presents a research that aimed to investigate the extent to which the praxis undertaken in a professional and technological education institution in Rio Grande do Sul converges with the process of critical and emancipatory formation of the person. We sought to investigate at what level the teaching practices meet a liberating education, that is, an education that aim stop romote the development of critical thinking with students leading to the iremancipation, a condition for access to effective democracy. From the teaching perception about this them emanifested in a meeting, it was intended to understand if the teaching practices undertaken there contribute to the promotion of the active participation of the student in society. In this line, we also sought to investigate the importance of the formation of critical thinking that culminates in the formation of critical subjects of their own formation. The authors who provided the oretical support for the research were Adorno and Horkheimer (2006), Marcuse (1973), Feenberg (2013), Cupani (2017), Freire (2011). Research has indicated that the implementation of new teaching practices that will enable students to develop critically is very difficult and often becomes unfeasible. Through the study, it was possible to realize that the barrier to this problem lies not only in the subjects involved in that process, but is due to the way professional education has been conducted.