A carregar...
Publicação
Revolução : como a educação pode contrariar o avanço dos movimentos populistas
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.29 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Esta dissertação investiga como o sistema educativo português pode ser reformulado para fortalecer o pensamento crítico dos alunos e, assim, contrariar o avanço de movimentos populistas que fragilizam instituições democráticas. A pesquisa compara os conceitos de cidadania e espírito crítico, analisando materiais da Direção-Geral da Educação, literatura académica e relatórios internacionais, bem como dados qualitativos de uma entrevista sobre a implementação de um programa municipal de literacia financeira. Os resultados evidenciam desafios persistentes: excesso de centralização, falta de coordenação entre níveis de governação, currículos sobrecarregados e dificuldades na aplicação pedagógica. A análise do Quadro de Referência das Competências para a Cultura Democrática demonstra que o desenvolvimento do pensamento crítico exige mudanças curriculares, metodologias ativas, formação docente reforçada e maior abertura das escolas à comunidade. Conclui-se que um modelo educativo baseado em competências, autonomia escolar e práticas whole-school pode promover cidadãos mais resilientes, informados e capazes de participar criticamente na vida democrática.
This dissertation investigates how the Portuguese educational system can be redesigned to strengthen students' critical thinking and, thus, counter the rise of populist movements that undermine democratic institutions. The research compares the concepts of citizenship and critical spirit, analyzing materials from the Directorate-General for Education, academic literature, and international reports, as well as qualitative data from an interview on the implementation of a municipal financial literacy program. The results highlight persistent challenges: excessive centralization, lack of coordination between levels of governance, overloaded curricula, and difficulties in pedagogical application. The analysis of the Competence Framework for Democratic Culture shows that the development of critical thinking requires curricular changes, active methodologies, reinforced teacher training, and greater openness of schools to the community. It is concluded that an educational model based on competencies, school autonomy, and whole-school practices can promote citizens who are more resilient, informed, and capable of participating critically in democratic life.
This dissertation investigates how the Portuguese educational system can be redesigned to strengthen students' critical thinking and, thus, counter the rise of populist movements that undermine democratic institutions. The research compares the concepts of citizenship and critical spirit, analyzing materials from the Directorate-General for Education, academic literature, and international reports, as well as qualitative data from an interview on the implementation of a municipal financial literacy program. The results highlight persistent challenges: excessive centralization, lack of coordination between levels of governance, overloaded curricula, and difficulties in pedagogical application. The analysis of the Competence Framework for Democratic Culture shows that the development of critical thinking requires curricular changes, active methodologies, reinforced teacher training, and greater openness of schools to the community. It is concluded that an educational model based on competencies, school autonomy, and whole-school practices can promote citizens who are more resilient, informed, and capable of participating critically in democratic life.
Descrição
Palavras-chave
Contexto Educativo
Citação
Editora
Licença CC
Sem licença CC