TEACHER TRAINING, LEARNING THEORIES AND CRITICAL THINKING: A CASE STUDY

Abstract

In this article we will approach a section of a broader investigation that intended to understand the process of constitution of becoming a professor of Chemistry via plans oriented to the promotion of critical thinking. To this end, we developed a Case Study in which we analyzed the evaluation materials produced by the undergraduates about the actions carried out in a curricular component. From the analysis process, some understandings emerged, of which we can mention: the perception of the relevance of providing opportunities for discussion of learning theories, in an articulated way to critical thinking, an aspect that provides a greater understanding of the limits and potential of these theories, analysis of possible limitations, approaches and articulations.