Pensamento crítico na educação
perspectivas interculturais e análise de indicadores agregados do PISA
DOI:
https://doi.org/10.22633/rpge.v29iesp4.20775Palavras-chave:
Pensamento crítico, Comparação intercultural, Política educacional, PISA, EslováquiaResumo
O artigo analisa o desenvolvimento do pensamento crítico no sistema educacional eslovaco com base em evidências interculturais provenientes do PISA e do PIAAC. Como essas avaliações não medem diretamente o pensamento crítico, o estudo utiliza indicadores substitutos, como letramento em leitura, resolução de problemas e pensamento criativo. A partir de uma análise secundária comparativa de bases de dados da OCDE, os resultados indicam queda contínua no letramento em leitura na Eslováquia, alta proporção de estudantes com baixo desempenho, resultados abaixo da média em pensamento criativo e habilidades reduzidas de resolução de problemas entre adultos. As evidências apontam lacunas persistentes em habilidades cognitivas de ordem superior. Os padrões internacionais revelam alinhamento com dinâmicas globais associadas à digitalização, desigualdades socioeconômicas e novas práticas de aprendizagem. O artigo recomenda reformas sistêmicas focadas em redesenho curricular, desenvolvimento docente, intervenções precoces e apoio estruturado a práticas dialógicas e investigativas. Fortalecer o pensamento crítico é apresentado como prioridade estratégica para o desempenho acadêmico, a competitividade no mercado de trabalho e a resiliência social.
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