<b>Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? </b> - doi: 10.4025/actascieduc.v35i2.19383
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 con...
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| Format: | Article |
| Language: | English |
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Universidade Estadual de Maringá
2013-06-01
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| Series: | Acta Scientiarum: Education |
| Subjects: | |
| Online Access: | http://186.233.154.254/ojs/index.php/ActaSciEduc/article/view/19383 |
| _version_ | 1811327798627794944 |
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| author | Maria Terezinha Bellanda Galuch |
| author_facet | Maria Terezinha Bellanda Galuch |
| author_sort | Maria Terezinha Bellanda Galuch |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-04-13T15:14:29Z |
| format | Article |
| id | doaj.art-6fa561740d5944bfba3f56ffd325dd49 |
| institution | Directory Open Access Journal |
| issn | 2178-5198 2178-5201 |
| language | English |
| last_indexed | 2024-04-13T15:14:29Z |
| publishDate | 2013-06-01 |
| publisher | Universidade Estadual de Maringá |
| record_format | Article |
| series | Acta Scientiarum: Education |
| spelling | doaj.art-6fa561740d5944bfba3f56ffd325dd492022-12-22T02:41:54ZengUniversidade Estadual de MaringáActa Scientiarum: Education2178-51982178-52012013-06-0135226326910.4025/actascieduc.v35i2.1938310031<b>Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? </b> - doi: 10.4025/actascieduc.v35i2.19383Maria Terezinha Bellanda Galuch0Universidade Estadual de MaringáThe 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.http://186.233.154.254/ojs/index.php/ActaSciEduc/article/view/19383teoria críticaensinoaprendizagem |
| spellingShingle | Maria Terezinha Bellanda Galuch <b>Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? </b> - doi: 10.4025/actascieduc.v35i2.19383 Acta Scientiarum: Education teoria crítica ensino aprendizagem |
| title | <b>Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? </b> - doi: 10.4025/actascieduc.v35i2.19383 |
| title_full | <b>Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? </b> - doi: 10.4025/actascieduc.v35i2.19383 |
| title_fullStr | <b>Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? </b> - doi: 10.4025/actascieduc.v35i2.19383 |
| title_full_unstemmed | <b>Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? </b> - doi: 10.4025/actascieduc.v35i2.19383 |
| title_short | <b>Development of critical thought and the valorization of reality during the first years of Fundamental Education: day-to-day living or experience? </b> - doi: 10.4025/actascieduc.v35i2.19383 |
| title_sort | b development of critical thought and the valorization of reality during the first years of fundamental education day to day living or experience b doi 10 4025 actascieduc v35i2 19383 |
| topic | teoria crítica ensino aprendizagem |
| url | http://186.233.154.254/ojs/index.php/ActaSciEduc/article/view/19383 |
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