Aprimorando a literacia midiática e as habilidades de pensamento crítico em uma universidade eslovaca: explorando as percepções dos estudantes
Keywords:
Media literacy, Critical Thinking, University, Students, PerceptionsAbstract
Este estudo investiga as percepções de alunos sobre um curso universitário de pensamento crítico e argumentação, ministrado na Faculty of Mass Media Communication da University Ss. Cyril and Methodius, Eslováquia. A pesquisa usou um questionário semiestruturado com abordagem qualitativa, respondido por 18 estudantes de marketing do primeiro ano. O objetivo foi avaliar o conhecimento prévio dos alunos, o impacto do curso em suas habilidades críticas e a utilidade prática percebida. Antes do curso, a maioria tinha pouca familiaridade com conceitos como letramento midiático, vieses cognitivos e verificação de fontes. Muitos não verificavam informações nem identificavam estratégias manipulativas da mídia. Após o curso, os alunos relataram avanços na detecção de desinformação, uso de técnicas de verificação e aplicação de ferramentas de pensamento crítico. Passaram a analisar melhor o conteúdo midiático, reconhecendo vieses como ancoragem, confirmação e efeito manada. A habilidade de identificar manipulações foi considerada especialmente útil. Vários estudantes também valorizaram o uso das “navalhas filosóficas” como apoio à tomada de decisões, embora nem sempre fossem aplicadas no cotidiano. Alguns relataram dificuldade em manter o pensamento crítico de forma consistente, devido a reações emocionais ou preconceitos arraigados. Apesar do número limitado de participantes, o estudo destaca a importância de incluir o pensamento crítico de forma prática nos currículos universitários. Os resultados indicam que o ensino direcionado pode melhorar significativamente a análise crítica e a consciência midiática dos estudantes.
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