<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102018000400334</article-id>
<article-id pub-id-type="doi">10.4013/edu.2018.224.11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O desenvolvimento do pensamento crítico na educação: uma meta possível?1]]></article-title>
<article-title xml:lang="en"><![CDATA[The development of critical thinking in education: A feasible goal?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guzzo]]></surname>
<given-names><![CDATA[Guilherme Brambatti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Valderez Marina do Rosário]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>4</numero>
<fpage>334</fpage>
<lpage>343</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102018000400334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102018000400334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102018000400334&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O pensamento crítico, isto é, a capacidade e a disposição de avaliar proposições e de ser movido por boas razões, tem sido tradicionalmente considerado uma meta educacional. Estudos contemporâneos na área da psicologia, porém, questionam a ideia de que as pessoas sejam capazes de pensar criticamente ao sugerir que, em vez de se guiarem por razões, os sujeitos as usam primordialmente para poder justificar suas pré-concepções já estabelecidas. O presente artigo tem por objetivo apresentar e discutir as implicações dessas objeções ao pensamento crítico. Apesar de existirem boas razões para rejeitarmos a visão ingênua de que o pensamento crítico é um componente puramente racional da cognição humana, assumimos que ainda é possível, e necessário, defender a ideia de pensamento crítico e investir em seu desenvolvimento em escolas e universidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Critical thinking, that is, the capacity and disposition to evaluate propositions and be moved by good reasons, has been traditionally regarded as an aim of education. Contemporary studies in psychology, however, have raised doubt about the idea that people are able to think critically by suggesting that, instead of being guided by reasons, individuals use reasons mainly to justify their preexisting beliefs. The present paper aims at presenting and discussing the implications of these objections to critical thinking. In spite of the fact that there are good reasons to reject the naïve account that regards critical thinking as a purely rational component of human cognition, we assume that it is still possible, and necessary, to defend the idea of critical thinking and invest in its development at schools and universities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[racionalidade]]></kwd>
<kwd lng="pt"><![CDATA[tipos de pensamento]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[rationality]]></kwd>
<kwd lng="en"><![CDATA[types of thinking]]></kwd>
</kwd-group>
</article-meta>
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