Panorama das publicações sobre o Pensamento Crítico no Ensino de Química de 2004 a 2024: uma Revisão Sistemática de Literatura

Mariana da Silva Ribeiro; Keila Bossolani Kiill

doi:10.22600/1518-8795.ienci/2025v30n3p32

Autores

Mariana da Silva Ribeiro Universidade Federal de Alfenas (Unifal-MG) https://orcid.org/0000-0003-1283-4945
Keila Bossolani Kiill Universidade Federal de Alfenas Unifal-MG https://orcid.org/0000-0002-7063-790X

DOI:

https://doi.org/10.22600/1518-8795.ienci/2025v30n3p32

Palavras-chave:

Pensamento Crítico, Educação Química, Revisão Sistemática.

Resumo

O pensamento crítico é essencial para formar cidadãos aptos a enfrentar os desafios do século XXI. Nesse sentido, o ensino de Ciências e de Química desempenha um papel central ao promover o desenvolvimento de estudantes críticos e reflexivos, capazes de tomar decisões informadas e resolver problemas complexos. Tendo isso em vista, este estudo teve como objetivo analisar as produções acadêmicas sobre pensamento crítico na educação química, identificando tendências nacionais e internacionais e explorando lacunas existentes. A pesquisa foi conduzida por meio de uma revisão sistemática baseada na metodologia PRISMA, contemplando publicações entre 2004 e 2024. Foram adotados os critérios de elegibilidade PICOS para inclusão e exclusão, resultando em uma amostra de 96 publicações, sendo 78 artigos internacionais e 18 nacionais (Brasil). Observou-se um crescimento expressivo das produções acadêmicas, especialmente após a pandemia de COVID-19, com destaque para Indonésia, Estados Unidos e Brasil como os países que mais contribuíram para o tema. O estudo evidencia a valorização crescente do pensamento crítico na educação em Química e sua relevância para a formação de cidadãos e profissionais preparados para um mundo dinâmico. Contudo, persistem lacunas, sobretudo na formação docente, indicando a necessidade de estratégias pedagógicas que promovam essa competência.

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