Abstract

NASCIMENTO, Ruben de Oliveira. Cognitive processes as major elements for a critical education. Ciênc. cogn. [online]. 2009, vol.14, n.1, pp. 265-282. ISSN 1806-5821.

This work verifies the possibilities of the potential use of cognitive resources such as memorization, comprehension, and reflection, in the teaching-learning process, as we see them in an interlinked way with components used for the construction of cognitive competences, such as comparison, association, sorting out, interpretation, and formulation of hypotheses, among others. This combination, when pedagogically promoted, can provoke cognitive derivations that are important for the student's ways of thinking. They are facilitated by the use of learning strategies that explore exercises in order to work with those derivations. Based on learning cognitive theories and on the foundations of genetic epistemology, we analyze how cognitive processes can be used in school development, aiming at educating for a more critical view of objects and facts, contributing for a wider perception of school education and social context. We claim that a critical education, in cognitive terms, takes into account the classification or world categorization, once reflection and critical thought are based on what individuals can represent or get to know of an object or criticized world. This way, we conclude that the institutional use of resources and cognitive competences are of major concern starting from basic education, in order to contribute to the promotion of a more reflexive and critical education

Keywords : cognitive competence; critical education; learning cognitive theories.

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