Pensamento crítico no ensino das artes visuais na escola dos nossos tempos

Abstract

Taking as a starting point for a reflection on the space that critical thinking holds in current school, took place the present study as a contribution to the development of educational practices that promote critical thinking, particularly in the teaching of visual arts.
Thus was conceived this study in order to determine whether an intervention program developed by us, based on Ennis’s (1985) taxonomy, promotes the development of the level of students' critical thinking.
This program was developed with 15 participating subjects that belong to a class of grade 7, 3rd Cycle of Basic Education, attending the discipline of Visual Education, from the school where it was held Teaching Practice.
The Cornell Critical Thinking Test (Level X) was used both as a pre-test, and as post-test to measure the level of participants' critical thinking and applied in the context of Visual Education classes. We resorted also to classes observation as a technique for data collection in order to obtain information that could supplement the data obtained by applying the Cornell Critical Thinking Test (Level X).
The results seem to point towards the intervention program promoted the development of the level of students' critical thinking.

Date of Award	2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Maria Helena Cardoso Palhinha (Supervisor)