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

Abstract

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.