Formação de Professores e o desenvolvimento Metacognitivo-Crítico no curso de Pedagogia da UFAM/FACED

Abstract

This research, developed in the Graduate Program in Education at the Federal University of Amazonas (UFAM), linked to the research line "Education, Interculturality, and Human Development in the Amazon," aims to understand how the concept of critical metacognition produces intersections and contradictions in the initial teacher training process in the Pedagogy course at FACED/UFAM. It is guided by the methodological perspective of critical hermeneutics, coined by Paul Ricoeur (1990), which directed the construction and interpretation of data derived from document analysis, participant observation, and analysis of reports from 5 students in a first-semester class of the Pedagogy course, in the Philosophy and Education discipline at UFAM/FACED. The concept of critical metacognition, developed throughout the study, broadens Flavell's (1970) traditional metacognitive view by incorporating a socio-historical and cultural dimension of the subject, highlighting the importance of critical reflection on cognitive processes in interaction with social contexts. The findings reveal that the teaching internship, combined with activities that also serve as instruments and techniques for data production, such as visits to the Amazon Museum (MUSA), a transformative school, and interviews at the Adolfo Lisboa Municipal Market, significantly contributed to the development of the students' critical awareness, promoting reflections on the relationships between education, society, and social transformation. It was evidenced that critical metacognitive thinking is constructed through the analysis and reinterpretation of educational practice in light of educational theories, allowing for a critical integration between knowledge and experiences. However, not all students were able to conduct an in-depth critical analysis, which highlights the need to further develop metacognitive-critical thinking and its theoretical foundations in the formative process. It is concluded that, although there have been advances in building a critical education, it is essential to invest in strategies that promote critical and emancipatory thinking in the training of future teachers.