The capacity to successfully, positively engage with the cognitive capacities of critical thinking has become the benchmark of employability for many diverse industries across the globe and is considered critical for the development of informed, decisive global citizenship. Despite this, education systems in several countries have developed policies and practices that limit the opportunities for students to authentically participate in the discussions, debates, and evaluative thinking that serve to develop the skill set and mindset of critical thinkers. This writing examines the status of critical thinking in four different contexts across the globe as reflected in educational policies and academic experiences as a preface to investigating actual classroom practices and possible impacts the support of critical thinking skills may have on the potential development of the global citizens of the future. Each vignette reflects the contextualized difficulties that are presented by social and cultural concerns and traditions of making meaning. These stories of education also illustrate the various ways in which the skills and capacities of critical thinking are interpreted in different contexts and address the negative nuances with which thinking critically has become associated. Finally, a pedagogical model of teaching, which may support student development of the skill set of critical thinking within the boundaries of social and cultural mindsets, has been developed.

Percepções e experiências de participação cidadã de crianças e adolescentes no Rio de JaneiroResumo: Este artigo discute os resultados de uma pesquisa desenvolvida com crianças e adolescentes sobre suas percepções e experiências de participação, cidadania, direitos e responsabilidades 1 . O estudo foi conduzido em escolas públicas e privadas na cidade do Rio de Janeiro, e realizado com crianças e adolescentes em situação de rua e do Movimento Sem-Terra (MST). A pesquisa abordou questões relativas às dimensões sociais, econômicas e políticas, assim como, as percepções de gênero em relação aos direitos e à participação. O estudo demonstrou que as crianças e os adolescentes apresentam uma noção ampla sobre participação e os demais conceitos. E revelou também que estão conscientes de que os seus direitos são, com freqüência, ignorados e violados. Esta pesquisa é parte de um estudo internacional realizado paralelamente em seis países e que abarcou a mesma temática e metodologia de trabalho. Palavras-chave: direitos da criança, cidadania, participação. Perceptions and Experiences of Citizen Participation of Children and Adolescents in Rio de JaneiroAbstract: This article discusses the results of a study of children's and adolescent's perceptions and experiences with participation, citizenship, rights and responsibilities. The study was conducted in public and private schools in the city of Rio de Janeiro and with children and adolescents living on the streets and from the Landless Farmers Movement (MST). The study addressed questions related to social, economic and political issues as well as perception of gender in relation to rights and participation. The study demonstrated that children and adolescents have a broad notion of their participation and of other concepts. It also reveals that they are aware that their rights are frequently ignored and violated. This study is part of an international study conducted in parallel in six countries with the same themes and methodology.

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