<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[child.philo]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872024000100111</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2024.81799</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[conceptualizing critical thinking pedagogy in teacher education]]></article-title>
<article-title xml:lang="es"><![CDATA[conceptualizar la pedagogía del pensamiento crítico en la formación del profesorado]]></article-title>
<article-title xml:lang="pt"><![CDATA[conceitualizando a pedagogia do pensamento crítico na formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[moodley]]></surname>
<given-names><![CDATA[désireé eva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[chetty]]></surname>
<given-names><![CDATA[rajendra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,university of western cape  ]]></institution>
<addr-line><![CDATA[cape town ]]></addr-line>
<country>South Africa</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,university of western cape  ]]></institution>
<addr-line><![CDATA[cape town ]]></addr-line>
<country>South Africa</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872024000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872024000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872024000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract Higher education institutions play a pivotal role in knowledge creation and distribution. Teacher education is at the forefront of this engagement. The role of teacher educators is significant in engaging teacher knowledge for shaping and informing ways of being and doing in the world. In recent years higher education has undergone considerable transformation. In South Africa there is a call for real-world transformation in pedagogical practices to address academic, socio-economic, and cultural inclusion and emancipation. As a human right for enabling student voices, a key issue for engaging relevant and fair pedagogical practices is critical thinking. Critical thinking is a rich concept and an attribute of consciousness required in all human activity. It is exercised through sound reasoning and dialogue. Critical thinking is also associated with understanding and engaging deep issues of socio-cultural and political domains of power and justice. However, engaging and enabling critical thinking pedagogy in education is complex and contradictory in nature. Conceptualizing critical thinking is expedient as an initial stage. The objective of this article, part of a larger study, is to provide a conceptualisation of critical thinking pedagogy toward addressing: In what ways is critical thinking pedagogy engaged in South African teacher education? Here, this article aims to address the question: what is critical thinking and critical thinking pedagogy? Methodologically, an interdisciplinary psycho-social philosophic educational documentary design is employed based on a selection of key critical thinking proponents. It further presents a conceptualisation of critical thinking pedagogy underpinned in critical theory especially those of Freire and Foucault. This article aims to spotlight the need for engaging critical thinking through a conceptualisation of critical thinking pedagogy in teacher education required for addressing new ways of teaching today.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Las instituciones de enseñanza superior desempeñan un papel fundamental en la creación y distribución del conocimiento. La formación del profesorado está atravesada por este compromiso. El papel de los formadores de profesores es significativo a la hora de comprometer el conocimiento docente para dar forma e informar sobre las maneras de ser y hacer en el mundo. En los últimos años, la enseñanza superior ha experimentado una transformación considerable. En Sudáfrica se reclama una transformación real de las prácticas pedagógicas para abordar la inclusión y la emancipación académicas, socioeconómicas y culturales. El pensamiento crítico es un derecho humano que permite que los estudiantes hagan oír su voz, y una cuestión clave para que las prácticas pedagógicas sean pertinentes y justas. El pensamiento crítico es un concepto rico y un atributo de la conciencia necesario en toda actividad humana. Se ejerce mediante el razonamiento sólido y el diálogo. El pensamiento crítico también se asocia a la comprensión y el compromiso con cuestiones profundas de los ámbitos sociocultural y político del poder y la justicia. Sin embargo, la pedagogía del pensamiento crítico en la educación es compleja y contradictoria por naturaleza. Conceptualizar el pensamiento crítico es conveniente como etapa inicial. El objetivo de este artículo, que forma parte de un estudio más amplio, es proporcionar una conceptualización de la pedagogía del pensamiento crítico para abordar: ¿De qué manera se aplica la pedagogía del pensamiento crítico en la formación de profesores sudafricanos? Este artículo pretende responder a la pregunta: ¿qué es el pensamiento crítico y la pedagogía del pensamiento crítico? Metodológicamente, se emplea un diseño documental educativo filosófico psicosocial interdisciplinario basado en una selección de proponentes clave del pensamiento crítico. Además, se presenta una conceptualización de la pedagogía del pensamiento crítico sustentada en la teoría crítica, especialmente la de Freire y Foucault. Este artículo pretende poner de relieve la necesidad de involucrar el pensamiento crítico a través de una conceptualización de la pedagogía del pensamiento crítico en la formación del profesorado necesaria para abordar las nuevas formas de enseñanza de hoy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo As instituições de ensino superior desempenham um papel fundamental na criação e distribuição do conhecimento. A formação de professores está na linha de frente desse trabalho. O papel da formação de professores é significativo no que diz respeito à mobilização do conhecimento dos professores para moldar e informar as formas de estar e atuar no mundo. Nos últimos anos, o ensino superior sofreu uma transformação considerável. Na África do Sul, há um apelo para uma transformação real das práticas pedagógicas, a fim de abordar a inclusão e a emancipação acadêmica, socioeconômica e cultural. Sendo um direito humano que dá voz aos estudantes, o pensamento crítico é uma condição essencial para a adoção de práticas pedagógicas relevantes e justas. O pensamento crítico é um conceito rico e um atributo de consciência necessário em todas as atividades humanas. Ele é exercido através do raciocínio sólido e do diálogo. O pensamento crítico está também associado à compreensão e ao envolvimento em questões profundas relacionadas a domínios socioculturais e políticos de poder e justiça. No entanto, mobilizar e possibilitar a pedagogia do pensamento crítico na educação é complexo e contraditório por natureza. É conveniente, num primeiro momento, conceitualizar o pensamento crítico. O objetivo deste artigo, parte de um estudo maior, é conceitualizar a pedagogia do pensamento crítico para abordar: de que forma a pedagogia do pensamento crítico está envolvida na formação de professores na África do Sul? Então, este artigo pretende responder a questão: o que é pensamento crítico e pedagogia do pensamento crítico? Metodologicamente, foi usado um desenho documental educacional-filosófico-psicossocial interdisciplinar baseado em uma seleção dos principais proponentes do pensamento crítico. Além disso, é apresentada uma conceitualização da pedagogia do pensamento crítico baseada na teoria crítica, especialmente a de Freire e Foucault. Este artigo tem como objetivo destacar a necessidade de mobilização do pensamento crítico por meio da conceitualização da pedagogia do pensamento crítico na formação de professores, necessária para pensar novos modos de ensinar nos dias de hoje.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[critical language]]></kwd>
<kwd lng="en"><![CDATA[critical theory]]></kwd>
<kwd lng="en"><![CDATA[critical thinking pedagogy]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[lenguaje crítico]]></kwd>
<kwd lng="es"><![CDATA[teoría crítica]]></kwd>
<kwd lng="es"><![CDATA[pedagogía del pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="pt"><![CDATA[pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[linguagem crítica]]></kwd>
<kwd lng="pt"><![CDATA[teoria crítica]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia do pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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