Critical thinking as the conscientization necessary for deep literacy in the places of education
Enrico Bocciolesi
This scientific contribution develops the thematic perspective of Freirean conscientization oriented to the analysis and understanding of a popular critical thought. The emerging educational issues, close to the centenary of the birth of the Brazilian pedagogist, stimulate an in-depth study dedicated to the dominant issues in the contemporary educational context. Specifically, this essay opens to pedagogical examination, not exhaustive, on some perspectives and alternatives for literacy, from an internationalizing perspective. In the proposal for reflection and pedagogical research, offering a transversality of reading with respect to the methodologies used in non-European contexts, one wonders about the essential need for the recovery and reappropriation, by the educating community, of the context of life. The conclusions reached will offer the basis for critically proceeding of the spaces of learning, with the macro objective of being able to solicit to the complexity of thought, from the youngest school age, in the deconstruction and reinterpretation of the theory and pedagogical practice proposed by the educator of Recife.
Keywords
Critical thinking, Conscientization, Literacy, Complexity, Educating community.
