Mapeamento de Habilidades de Pensamento de Ordem Superior em Aulas de Inglês para Fins Específicos
DOI:
https://doi.org/10.15381/lengsoc.v22i2.25312Palavras-chave:
inglês para fins específicos, taxonomia de Bloom, ensino de inglês como língua estrangeira, pensamento superior, inglês jurídicoResumo
Este artigo apresenta os principais fundamentos e resultados da pesquisa sobre habilidades de pensamento superior nos cursos de inglês jurídico da Universidade Santo Tomás de Villavicencio (Colômbia) com o objetivo de responder a seguinte pergunta: Qual o impacto de promover habilidades de pensamento de ordem superior nas aulas de inglês jurídico? Trata-se de um estudo descritivo longitudinal misto realizada no período de dois anos com 56 alunos do curso de Direito com faixa etária entre 21 e 23 anos, que investigou três questões: a percepção dos alunos sobre as aulas de inglês jurídico após 2 anos de participando de aulas projetadas sob a taxonomia de Bloom, as percepções dos alunos sobre habilidades de pensamento superior e sua influência no aprendizado de uma língua estrangeira e na sua futura atuação como advogados, e a identificação e análise dos pontos fortes e fracos da metodologia implementada. Os instrumentos de coleta de dados foram um questionário, uma entrevista semiestruturada e os artefatos confeccionados pelos alunos. Os resultados sugerem que os alunos reconhecem a relevância das competências de pensamento superior na formação recebida na universidade e no seu futuro desempenho profissional; no entanto, não possuem uma compreensão clara das funções e ações relacionadas à análise, avaliação e criação. Fica evidente que é necessária uma maior exposição a experiências de aprendizagem que envolvam o pensamento superior, e sua interligação com o cotidiano para além da sala de aula.
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