Developing metacognitive thinking in Philosophy teaching

Abstract

In this article, the objective is to investigate and analyze the development of metacognitive thinking of students of the 2nd and 3rd year of High School, in Philosophy classes, during 2021 and 2022. For this purpose, a qualitative research of ethnographic nature in school practice, with 36 students from a public school. Data were obtained through metacognitive questions, applied in conjunction with lesson planning. The questions covered six metacognitive elements: person, task, strategy, planning, monitoring and evaluation. The data produced were analyzed and related to the theoretical framework, according to the six elements. The results showed evidence of the development of metacognitive thinking, as the learners were able to resort to their previous knowledge, identified the appropriate strategy to perform the tasks and demonstrated planning their actions, revising them when necessary, in order to achieve the results expected.