O MODO DE ENTENDER E FAZER A EDUCAÇÃO: O PROFESSOR FRENTE À FORMAÇÃO CRÍTICO-REFLEXIVA NA EDUCAÇÃO SUPERIOR

Abstract

This bibliographic article, aims to propose a reflection on teacher attitudes of Higher Education, in favor of the training of critical-reflexive professional. Questions and concerns arise in the presence of the commitment that the teacher should assume in teaching-learning process, considering the requirements for the development of activities with students in the classroom, associated to the tradition of an education historically empiricist. As professionals opinion makers, to develop autonomy and emancipatory practices, could they be prepared to reflect on their actions, make decisions, be creative and critical, facing challenges of the professional activities in everyday? The school is aged in his methods, procedures and curriculum, rapidly keeping away from society and current demands. On the other hand, the model of transmitting subjects and charge return is obsolete. We can‟t give everything ready in the process of teaching and learning; learning require to get involved, search, investigate, to produce new syntheses, the result of discoveries. Having so much available informations, it‟s important for the teacher find the motivating bridge for the student wake up and leave the passive state of viewer. Learning today is to investigate, compare, research, produce and communicate. Therefore, for the formation of teachers and students with critical thinking and inquiring, reflecting on the changes for this new profile, it‟s necessary to make innovations to the universities; which exceed the limits of predictability and bureaucracy, becoming a meaningful organization, challenging, innovative and entrepreneurial.

Keywords

• Critical-reflexive formation
• Higher education
• Learning
• Teachers‟ formation